Interaction principles for digital puppeteering to promote teacher learning

Bondie, Rhonda; Mancenido, Zid; Dede, Chris

doi:10.1080/15391523.2020.1823284

Cited by 25 publications

(16 citation statements)

References 33 publications

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“…One important contribution of this study stems from its focus on the actual teaching moves that the PSTs and ISTs used to engage the students in argument construction and critique during these simulated discussions. This contribution is especially noteworthy as previous literature has suggested the overreliance on self-report data from written and verbal reflections, surveys, and interviews when studying the use of digital simulations to examine and support teacher learning (Bondie et al, 2021;Mikeska et al, 2021c). Examining the actual instructional practices used provides a direct window into how teachers interact with such tools, which illuminates the possibilities for how they can be used to study and support teacher development.…”

Section: Discussionmentioning

confidence: 94%

“…In addition to these conference outcomes, Bondie et al (2021) conducted a recent literature review to understand how mixed reality digital simulations that use digital puppeteering and involve interactions between avatars and teachers have been studied and used to support teacher learning. Across the 18 studies included in this literature review, most of them integrated simulations into PST education courses at universities, although a few addressed ISTs' development.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment

Mikeska¹,

Lottero‐Perdue

2022

Science Education

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Engaging students in scientific argumentation is a hallmark of high‐quality science instruction. Despite the importance of this practice, it is not a ubiquitous one within K‐12 classrooms since scientific argumentation is complex and difficult to learn how to do well. In this study, we examined similarities and differences in how preservice teachers (PSTs) and in‐service teachers (ISTs) facilitate an argumentation‐focused discussion with five upper elementary student avatars in an online, simulated classroom. Developing a better understanding of how science teachers at different stages of their career foster scientific argumentation will support teacher educators and researchers in designing more directed interventions to scaffold teacher learning of this complex practice. Findings showed that most teachers provided opportunities for students to engage in both argument construction and critique during these discussions. In addition, both PSTs and ISTs frequently prompted students to reference data or observations to engage in argument construction and were most likely to prompt students to agree or disagree and explain the reason for their agreement or disagreement to engage in argument critique. Finally, findings showed that ISTs used a wider variety of talk moves and used them more frequently in an integrated fashion throughout the discussions to engage the students in scientific argumentation. Implications for studying and promoting teacher learning of this complex teaching practice and for integrating simulated classrooms as practice‐based tools in science teacher education and professional development settings are discussed.

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Section: Discussionmentioning

confidence: 94%

Section: Conceptual Frameworkmentioning

confidence: 99%

How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment

Mikeska¹,

Lottero‐Perdue

2022

Science Education

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“…Another recurring topic in the research on SBL is the importance of debriefings (Bondie et al, 2021 ; Hallinger & Wang, 2020 ), identified as the “heart and soul” of simulation-based training (Rall et al, 2000 , p. 517). Debriefings are an opportunity to co-construct knowledge after a simulation experience (Battista, 2015 ).…”

Section: Related Research On Simulation-based Learningmentioning

confidence: 99%

“…Still, little is known about the perceived affordances of SBL, particularly from the perspectives of online student teachers. Furthermore, given the growing number of online teacher education programmes globally (Dyment & Downing, 2020 ) and the impact of Covid-19 on the practicum (Bondie et al, 2021 ; Walters et al, 2021 ), more research on online students’ perspectives of SBL is warranted. Previous studies call for future research to explore how online or distance students might benefit from SBL (Hudson et al, 2018 ; Spencer et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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The perceived affordances of simulation-based learning: online student teachers’ perspectives

Dittrich

Aagaard

Hjukse

2022

Int J Educ Technol High Educ

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In this study, we explore the perceived affordances of simulation-based learning (SBL) among online student teachers in Norway. We investigated how simulations mediate professional learning when coupled with educator-led debriefings and peer-led focus groups. Using an exploratory qualitative design, we examined 21 pre-service teachers’ perspectives on their experiences of this SBL intervention. We analysed peer-led focus group data, as well as written reflection logs. Our findings reveal that despite experienced technical challenges, the overall intervention afforded work-life relevant practice, prompting collaborative reflection. In addition to expert feedback, the peer-led focus group discussions are found to be a key component of the SBL design, as these enabled collaborative reflection over a shared practice teaching experience. The findings imply that SBL can be used to bridge the theory-practice gap, a recurring challenge in the field. Consequently, SBL has transformative potential in teacher education.

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Exploring Data Visualization in Mixed Reality Simulations to Measure Teacher Responsiveness

Bondie,

Mancenido,

Adams

et al. 2023

Communications in Computer and Information Science

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Interaction principles for digital puppeteering to promote teacher learning

Cited by 25 publications

References 33 publications

How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment

How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment

The perceived affordances of simulation-based learning: online student teachers’ perspectives

Exploring Data Visualization in Mixed Reality Simulations to Measure Teacher Responsiveness

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