Socially Validating Technology-Mediated Simulation Practice for Teacher Candidates

• In Event: Simulations and Adaptive Feedback in Teacher Education

Abstract

Nearly a hundred teacher preparation programs use simulation technology to provide teacher candidates with practice opportunities. However, we know very little about how variations to this flexible platform influence candidates’ experiences. What features of simulations–such as supports, dosage, or mode of delivery–lead to more meaningful practice opportunities? To begin to answer this question, we capitalize on longitudinal, post-survey data from 316 teacher candidates who completed 795 simulated practice sessions. Features of the simulation design were systematically varied each year. Accordingly, we analyze if and how candidates’ experiences in simulations change in response to these shifts, and based on these responses, recommend approaches to simulation design that better leverage this technology’s potential.

Authors

• Kristyn Wilson, University of Virginia

• Steffen Erickson, University of Virginia

• Julie Jackson Cohen, University of Virginia

• Samuel Liss, University of Virginia