Games and Simulations in Teacher Education

Foreword
Acknowledgements
Contents
Contributors
About the Editor
Chapter 1: Introduction
	1.1 Current Teacher Education Simulations
	1.2 Conclusions
	References
Chapter 2: Introduction to PK12 Professional Development Role-Play Simulation Technology
	2.1 How a Simulation Works
	2.2 Advantages of Virtual Humans
	2.3 Under the Hood: What Drives the Simulations
	2.4 Instructional Design Component: Simulations Rooted in Learning Theory
	2.5 Interfering with Leaning: Respecting the Limits of Short-term Memory
		2.5.1 Conversation Component
	2.6 Conclusion
	References
Chapter 3: Swimming Upstream: Preventing Adverse Childhood Experiences in Preparing Students for PK12
	3.1 Background
	3.2 What Are Adverse Childhood Experiences?
	3.3 Why Are ACEs Occurring?
	3.4 Corporal Punishment
	3.5 Who Is This Problem Affecting?
	3.6 Understanding the Parents
	3.7 Preventing ACEs: Solutions and Results
	3.8 The Simulation: Calm Parents, Healthy Kids
	3.9 Components of the Simulation
	3.10 Prompting a Child to Get Ready to Leave Home
	3.11 Temper Tantrums: Reducing the Frequency
	3.12 Handling a Child Interrupting a Parent on the Phone
	3.13 Hit Another Child on the Playground: Emotional Coaching an Upset Child
	3.14 Methods
	3.15 Results
	3.16 Conclusions
	References
Chapter 4: Step In, Speak Up! LGBTQ Youth Bullying Prevention
	4.1 Introduction
	4.2 Background
		4.2.1 Step In, Speak Up!
		4.2.2 Hypotheses and Measures
	4.3 Method
		4.3.1 Participants and Design
		4.3.2 Measures
		4.3.3 Step In, Speak Up!
		4.3.4 Procedure
		4.3.5 Fidelity of Simulation and Data Analyses
		4.3.6 Planned Analyses
	4.4 Results
		4.4.1 Means Efficacy
		4.4.2 Evaluation of Step In, Speak Up!
		4.4.3 Behavior Changes
	4.5 Discussion
	4.6 Conclusion
	References
Chapter 5: Gamifying Teacher Training: Simulated Practice Learning for Future and Practising Teachers Interacting with Vulnerable Learners
	5.1 Introduction
	5.2 Practice Learning
	5.3 Simulated Practice Environment
		5.3.1 The Cases
		5.3.2 The Tiny Oaks Nursery
		5.3.3 The Play2Do Simulated Practice Environment
	5.4 Evaluation Methodology
		5.4.1 Evaluation of Digital_Bridges
			Comparison of Pre-test and Post-test
		5.4.2 Evaluation of Play2Do
			Comparison of Pre-test and Post-test
			Summary
	5.5 Recommendations and Conclusions
	References
Chapter 6: Training Special Education Teachers Through Computer Simulations: Promoting Understanding of the Experiences of Students with Disabilities
	6.1 Introduction
	6.2 Social/Emotional Disorders
	6.3 Autism Spectrum Disorder
	6.4 Attention-Deficit/Hyperactivity Disorder
	6.5 Dyslexia
	6.6 Visual Impairments
	6.7 Hearing Impairments
	6.8 Conclusion
	References
Chapter 7: What Simulation-Based Mentoring May Afford: Opportunities to Connect Theory and Practice
	7.1 Theory and Practice in Learning to Teach
	7.2 Innovations in the Settings for Learning to Teach
	7.3 Innovations in Mentoring Are Needed
	7.4 Theoretical Framework
	7.5 Technology-Mediated Simulations of Teaching: A Conceptual Framework
		7.5.1 The User Interface: Modality and Individuality
		7.5.2 The Engine of a Simulation
		7.5.3 Interacting with the Milieu in a Simulation of Teaching
		7.5.4 A Teaching Simulator as Support of a Mentor-Mentee Relationship
	7.6 Practical Rationality: The Theory of Teaching Behind the Design of SimTeach
		7.6.1 Mathematics Instruction
		7.6.2 The Professional Obligations of Mathematics Teaching
	7.7 The SimTeach Simulation
		7.7.1 The Milieu in the SimTeach Simulation
	7.8 Method
		7.8.1 Procedure
		7.8.2 Data Sources and Data Analysis
	7.9 Results
		7.9.1 Connections Made About Noticing
		7.9.2 Connections Made About Alternativity
		7.9.3 Connections About Justification
		7.9.4 Connections About Situative Flexibility
	7.10 Discussion and Conclusion
	References
Chapter 8: Professional Development Simulations for K12 Educators to Address Social, Emotional, and Behavioral Concerns in the School Setting
	8.1 Using Virtual Classrooms to Help Real Students
	8.2 Effects of Mental Disorders on Student Achievement
	8.3 Impact of Student Mental Health on Educator Fatigue, Burnout, and Turnover
	8.4 Teacher Mental Health and Its Impact on Student Achievement
	8.5 Mental Health Culture in Schools
	8.6 Influence of Stigma and Culture in Help-Seeking Behaviors
	8.7 Cost and Availability of Mental Health Care
	8.8 Kognito K12 Simulations: Educators Becoming Gatekeepers
	8.9 At-Risk for Elementary School Educators (Fig. 8.1)
	8.10 At-Risk for Middle School Educators (Fig. 8.3)
	8.11 At-Risk for High School Educators (Fig. 8.5)
	8.12 Conclusion
	References
Chapter 9: Trauma-Informed Practices for K12 Schools
	9.1 Introduction
	9.2 Background to the Learning Experience
	9.3 Adverse Childhood Experiences
	9.4 Trauma and Learning
	9.5 Teacher Burnout
	9.6 The Simulation
	9.7 The Study
	9.8 Results
		9.8.1 Demographics
		9.8.2 Satisfaction
		9.8.3 Knowledge and Ability
	9.9 Beliefs Regarding Disruptive Students
	9.10 Impact on Behavior
	9.11 Discussion and Conclusion
	References
Chapter 10: Virtual Reality to Train Preservice Teachers
	10.1 Introduction
	10.2 Purpose, Research Question, and Hypothesis
	10.3 Methods
		10.3.1 Procedure, Unit of Analysis, and Sample
		10.3.2 Conditions
		10.3.3 Measures of Cognitive Dynamics Functional Near-Infrared Spectroscopy (fNIRS)
		10.3.4 Autonomic Nervous System Measures
		10.3.5 Paper Measures
		10.3.6 Scenario Characteristics
		10.3.7 Data Processing
	10.4 Results
	10.5 Discussion
		10.5.1 Limitations
		10.5.2 Conclusion
		10.5.3 Implications for Practitioners
	References
Chapter 11: Virtual Reality: Bringing Education to Life
	11.1 Literature Review: Background
	11.2 Implementing VR
	11.3 Understanding This Environment
	11.4 Acquiring Environments – Co-workspaces Too
	11.5 Developing Applications
	11.6 Meetings, Collaborations, Presentations, and Poster Sessions
	11.7 Quests and Games
	11.8 Simulations and Role-Playing
	11.9 Mathematics, Computer-Aided Design, and STEM/STEAM
	11.10 Mathematics and Economics
	11.11 Coding and Scripting
	11.12 Understanding the Avatar
	11.13 Designing for Learning and the Learner
	11.14 Evaluating: The Learning Experience/The Environment
	References
Chapter 12: Simulated Learning Environments to Support General and Special Education Preparation Programs in Developing Teacher Candidate Instructional Strategies and a Disposition Toward Coaching
	12.1 Introduction
	12.2 Simulated Learning Environments
	12.3 Using TeachLivE and Mursion to Prepare Teacher Candidates
		12.3.1 Recommended Use and Scope of Practice
		12.3.2 Benefits of Using Simulated Learning Environments
		12.3.3 Limitations of Using Simulated Learning Environments
	12.4 Conclusion
	References
Chapter 13: TeachLivE™ and Teach Well: Simulations in Teacher Education
	13.1 Introduction
	13.2 Simulation Technology in Teacher Preparation
	13.3 TeachLivE™
	13.4 The TeachLivE™ Space
	13.5 TeachLivE™ Development
	13.6 Utilizing TLE in Teacher Education Programming
	13.7 Individualized Clinical Coaching and Provision of Feedback
	13.8 Reflective Practice
	13.9 Perceived Value
	13.10 Conditionalities and Considerations
	References
Index