Technology enriched teaching simulations

This paper explores the potential of new, technology enriched teaching simulations (Simulations) to support learning. Using the principles of evidence-centered design (ECD; Mislevy et al., Measurement: Interdisciplinary Research and Perspectives. 1:3–62, 2003), we provide a roadmap for the design of...

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Vydáno v:Educational technology research and development Ročník 73; číslo 4; s. 2359 - 2373
Hlavní autoři: Welsh, Megan E., Mastrup, Kayce L.
Médium: Journal Article
Jazyk:angličtina
Vydáno: New York Springer US 01.08.2025
Springer Nature B.V
Témata:
Approximation
Augmented reality
Authenticity
Classrooms
Cognition & reasoning
Computer Simulation
Critical Thinking
Design
Development Article
Education
Educational Assessment
Educational Needs
Educational Practices
Educational Technology
Elementary Secondary Education
Immersive technology
Influence of Technology
Learning
Learning and Instruction
Military Training
Opportunities
Preservice Teacher Education
Self Efficacy
Simulated Environment
Simulation
Situated Learning
Skills
Student Needs
Student Participation
Student Role
Student teaching
Teacher education
Teacher Education Programs
Teacher Educators
Teaching Skills
Thinking Skills
Virtual communities
Virtual reality
Simulations
Assessment
Teacher Education
ISSN:1042-1629, 1556-6501
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Shrnutí:This paper explores the potential of new, technology enriched teaching simulations (Simulations) to support learning. Using the principles of evidence-centered design (ECD; Mislevy et al., Measurement: Interdisciplinary Research and Perspectives. 1:3–62, 2003), we provide a roadmap for the design of: (a) simulation-based assessments (SBAs) and (b) instruction-focused Simulations, and argue that the ECD framework can foster coherence between an instructional simulation and the larger educational efforts it is designed to support. This approach also helps ensure that Simulations target intended cognitions that might not otherwise be developed. Using teacher preparation as an example, we discuss how Simulations can be used to create focused approximations of practice opportunities that are tightly controlled and that target difficult to capture aspects of teaching, including responsiveness to student ideas through teacher noticing. Using our own work developing Simulations to foster teacher noticing skills, the paper outlines the stages of an ECD approach to Simulation design and also the role of various stakeholders in development processes. We conclude by highlighting the affordances of incorporating Simulations into educational efforts, both as instructional and assessment tools, and identify areas in need of further study.
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ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-025-10481-2