Developing a CD‐ROM Case Simulation Library for School Leaders

Claudet, Joseph

doi:10.1080/1355800980350409

Cited by 5 publications

(3 citation statements)

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“…Realistic computer simulations help preservice teachers to experience more complex actual contexts and situations in teaching and learning. During computer simulations, preservice teachers can test their problem solving and decision making on the issues of teaching and learning by applying their academic knowledge from courses to real teaching practice [21]. In this study, preservice teachers could experiment with their teaching concepts and techniques such as lecture, discussion, cooperative learning, learning center, group or individual work, instructional time, feedback, etc., in the realistic simulated classrooms.…”

Section: Discussionmentioning

confidence: 99%

Teaching Techniques and Computerized Simulation in Early Childhood Classrooms

Powell

Lee

2003

Journal of Educational Technology Systems

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In this study we investigated whether the "Teaching Techniques" component of a computerized simulation influenced choice of anticipated strategies for implementation before four weeks of field experience; and what methods appeared to have sustaining effects for future use. Chi-square, Somers'd, Gamma, Correlation, and Regression were used to analyze the data. As a result, significant differences were found with Somers'd test (d = .343, p < .071), Gamma (.509, p < .071), Pearson's R (.501, p < .018), Spearman (.399. p < .066), and regression analysis (b = .468, p < .018). The regression model explained 25.1% of overall variation in the dependent variable (R 2 = .251). Results indicate that preservice early childhood teachers who were exposed to a computerized simulation about teaching techniques before field experience tend to have a more positive perception relative to choice of appropriate techniques within actual classroom settings; and make decisions for potential techniques appropriate to employ in their future teaching practice. Qualitative analysis showed how these subjects used the computer simulation to change their self-perceptions and how the field experience influenced their perceptions on teaching techniques.

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Section: Discussionmentioning

confidence: 99%

Teaching Techniques and Computerized Simulation in Early Childhood Classrooms

Powell

Lee

2003

Journal of Educational Technology Systems

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“…Algunas fueron desarrolladas hace más de veinte años y se basan sólo en texto e imágenes. Se encuentran diseñadas en programas como Power Point o Linkway 55 (Bozeman y Wright, 1995;Degnan y Bozeman, 2001), o programadas en lenguaje MS-DOS (Microsoft Disk Operating System) y distribuidas en formato CD-ROM (Compact Disc Read-Only Memory) (Claudet, 1998a(Claudet, , 1998b. En la última década se mencionan programas como SimWriter Simplicity (Staub y Bravender, 2014a, 2014b, TrackBuilder© (Bravender y Staub, 2018;DeJong y Grundmeyer, 2018;Dexter et al, 2020;Gordon et al, 2016;Volante et al, 2020), Mursion® (Piro y O'Callaghan, 2019;Voelkel et al, 2016) y TeachLivE™ (Storey y Cox, 2015), y Web Apps como Rise 360© (Sider et al, 2021).…”

Section: Tipos De Simulaciones Estudiadasunclassified

Simulaciones de Liderazgo Escolar: Una Visión Panorámica de sus Publicaciones y Evolución

Jeldres,

Volante

2023

REICE

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Las simulaciones para el aprendizaje profesional son herramientas que permiten la ejercitación práctica de habilidades de liderazgo, y una respuesta concreta a la necesidad de avanzar a una formación menos teórica y abstracta. La presente revisión bibliográfica ofrece un panorama sobre las publicaciones que abordan el uso de estas herramientas desde mediados de los años 90. Se revisaron las bases de datos Web of Science, Scopus, y Google Scholar, identificando 48 artículos que presentan usos y aplicaciones de simulaciones de liderazgo escolar. Las categorías de análisis destacan los tipos de publicaciones, características de las simulaciones que utilizan, así como los propósitos de estas. Se detectaron publicaciones “teórico-conceptuales”, “reportes de desarrollo”, y “evaluaciones de efectos” en las aplicaciones de simulaciones. Los tipos de simulaciones se clasificaron como “juego de roles”, “basadas en computadores”, y “escenarios híbridos”. Respecto los propósitos formativos, se observan énfasis en: “manejo de conflictos”, “percepción de autoeficacia”, “decisiones administrativas”, “gestión del cambio”, y “manejo comunicacional”. Se concluye que estas herramientas tienen un fuerte potencial para el aprendizaje de la toma de decisiones en roles de liderazgo en contextos escolares, y para proveer experiencias que anticipan desafíos profesionales propios de la cultura escolar.

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“…Computer simulations may help teachers to be more reflective in defining their own problems, selecting decision-making, analyzing possible consequences, making self-assessments, recognizing their own strengths and weaknesses in these areas, and growing professionally in teacher education [19]. In this manner, pre-service teachers are afforded the power of authority and responsibility for decision-making about teaching and learning [20].…”

Section: Computer-based Simulation In Promoting the Demonstration Of mentioning

confidence: 99%

Manifestation of Pre-Service Teachers' Interpersonal Skills: Effects of Simulated and Real Experience

Lee

Powell

2006

Journal of Educational Technology Systems

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In this study, we investigated whether the “Interpersonal Relationship Skills with Co-Workers” component of a computerized simulation influenced pre-service early childhood teachers' perception on issues and strategies for implementation of interpersonal relationship skills with co-workers before and after four weeks of field experience. Quantitative analysis such as Chi-square, Somer's d, Gamma, Correlation, and Regression were used to analyze the difference in their perception between before and after their field experience. As a result, significant differences were found with Somer's d (.455, p = .000), Gamma (.717, p = .000), Pearson's R (.507, p = .019), Spearman correlation (.577, p = .006), and regression analysis (b = .385, p = .019, R2 = .257). These results indicate that pre-service early childhood teachers who have experienced simulation about interpersonal relationships tend to perceive the effectiveness of simulation programs as an instrument for them to acquire teaching and learning experiences related to interpersonal relationship skills. Qualitative analysis results also indicate that the computer simulation was a promising tool for pre-service early childhood teachers to become prepared for the teaching profession, particularly on interpersonal relationships with co-workers. However, for a better computer simulation, as early childhood teachers mentioned, the problems and events with various grade levels should be developed more concretely and realistically in computer simulations.

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Developing a CD‐ROM Case Simulation Library for School Leaders

Cited by 5 publications

References 1 publication

Teaching Techniques and Computerized Simulation in Early Childhood Classrooms

Teaching Techniques and Computerized Simulation in Early Childhood Classrooms

Simulaciones de Liderazgo Escolar: Una Visión Panorámica de sus Publicaciones y Evolución

Manifestation of Pre-Service Teachers' Interpersonal Skills: Effects of Simulated and Real Experience

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