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Assessing Alignment of Pedagogical Experience and Confidence in a Simulated Classroom Environment
PROCEEDINGS

, , , University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This project executes a quasi-experimental design for the analysis of outcomes of 58 pre-service teachers enrolled in a technology integration course at a mid-southwestern university. The paper explores two research questions: 1) After pre-service candidates use simSchool do their ratings of experience and confidence increase, and 2) does experience become more in balance with confidence after using simschool? We conjectured there is great potential for pre-service teachers to gain in both experience and confidence when using simSchool, because teacher candidates can combine theory and practice in a safe, simulated learning environment. Findings were that self-appraisal of teaching experience increased for the treatment group after simSchool use, significantly (p < .05) more so than for the non-simSchool comparison group. The treatment group changed to be more in balance (p < .05) with regard to experience versus confidence from pre to post, while the comparison group of non-simSchool pre-service teachers become slightly more out of balance from pre to post.

Citation

Hopper, S., Knezek, G. & Christensen, R. (2013). Assessing Alignment of Pedagogical Experience and Confidence in a Simulated Classroom Environment. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2870-2876). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 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

  • Differentiated Instruction: How simSchool was used in a Two Graduate Courses

    David Collum, Missouri Baptist University, United States; Larinee Dennis, Hannibal LaGrange University, United States; Melanie Bishop & Timothy Delicath, Missouri Baptist University, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 416–421

  • simSchool: A Pilot Study of Perceptions of Differentiated Instruction

    Judith A. Scott, Missouri Baptist University, United States; Susan Hopper, Episcopal School of Dallas, United States; David Collum, Melanie Bishop & Timothy Delicath, Missouri Baptist University, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3061–3066

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