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simSchool: A Pilot Study of Perceptions of Differentiated Instruction
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, Missouri Baptist University, United States ; , Episcopal School of Dallas, United States ; , , , Missouri Baptist University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In the high stakes testing environments of Pre-K-12 environments, the opportunities for pre-service teachers to participate in field experiences to hone professional skills like differentiation of instruction are narrowing. Schools of Education seeking to prepare teacher candidates for service in diverse learning communities are seeking alternative means of securing these experiences. Using a mixed methods framework, this study examined the perceptions of study participants with respect to use of simSchool and differentiated instruction, as well as the use of personality inventories to establish learning preferences in support of differentiation. A paired t-test was used to determine the relationship between student responses on pre- and post-surveys. The p value was 0.0055, thus showing significance at an alpha of 0.01. This study addresses the efficacy of simSchool, a virtual learning environment, in preparing prospective teachers for success in teaching diverse learners using differentiated instruction.

Citation

Scott, J.A., Hopper, S., Collum, D., Bishop, M. & Delicath, T. (2016). simSchool: A Pilot Study of Perceptions of Differentiated Instruction. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 3061-3066). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 21, 2019 from .

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Cited By

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  • Exploring the Rules of the Game: Games in the Classroom, Game-Based Learning, Gamification, and Simulations

    Jana Willis, University of Houston-Clear Lake, United States; Spencer Greenhalgh, Michigan State University, United States; Larysa Nadolny, Iowa State University, United States; Sa Liu, University of Texas, United States; Tugce Aldemir, Penn State World Campus, United States; Sandra Rogers, University of South Alabama, United States; Monica Trevathan, Tietronix Software, United States; Susan Hopper, Pedagogical Balance of Effective Learning, United States; Wendy Oliver, Thrivist, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 475–480

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