Recent Changes

Games and Simulations and Their Relationship to Learning
Margaret E. Gredler, University of South Carolina
Massiel Pérez Maciel
{rman1121l.jpg}
Summary
Symbolic Simulations
Symbolic simulations are referred by some as microworlds. According to Saucer a microworld is "a computer-based simulation of a work or decissionmaking environment" (as cited in Gredler, 2008, p. 575). Simulations in Science education showed that student who used simulations for discovery learning did not outperform their counterparts. Both groups still held key misconceptions. When asked to build a real circuit the experimental classes were able to outperform the control groups. Experimental were able to outperform the control groups because they were able to use the simulation as a feedback device, the control group received feedback through their physical trials. However, neither of the two groups were able to design a circuit using the theoretical model.
opportunity to collectcollect and analyze
Simulations have also been incorporated into introductory psychology courses, and business courses to help students learn how to troubleshoot in real world-situations. Data showed that students who used the simulation for psychology did not receive information on their shaping. Lower performing students who completed the troubleshooting simulation were more likely to check the gauges and components of the simulation than the efficient problem solvers. According to Recker, "Lower-performing students also implemented a strategy of confirming leading hypothesis instead of choosing tests that served to disconfirm a maximum number of possible hypothesis.
Discussion

Teachers'// Teachers' Views on Becker, H. J.J.**
Wiki created by Sedda Antekelian, Catherine Gwen, Erin Harvey, and Sanam Shekarchi
Overview
It is with this conceptual framework in mind that Dexter, Anderson, and Becker conduct their case study concerning the impact of computers on teachers' educational practice.
Data and Methods
in their school.school .
Teacher Instructional Styles
The researchers categorized the teachers in this study based on a questionnaire that the teachers filled out prior to the interview process. The teachers were identified as one of three types of instructional styles: non-constructivist, weak constructivist, and substantially constructivist.
Based on evidence in this study, it is evident that the implementation of the use of technology in the classroom is thanks to teachers themselves. This study focused on a teacher development and school change. It is the teachers who understand their classroom needs based on their experiences and understandings of when its appropriate to made the decision for change. Teachers are best at understanding what works and what does not work in their classroom. With all data taken into consideration, it can be understood that the experiences, reflection, and the culture of a school can influence a teacher to construct new knowledge onto students. Thus, bringing the use of computers into the classroom is the choice made by the teacher, making the teacher the catalyst for change.
Citations/References
**
Dexter, S., Anderson, R. E., & Becher, H.J. (1999). Teachers' views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31// (3), 1.
Dexter, S., Anderson, R. E., & Becher, H.J. (1999). Teachers' views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31 (3), 1.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Education Review, 57, 1-22, qtd. in Dexter et al. (1999), 3.
McLaughlin, M.W. (1991). Enabling professional development: What have we learned? In A. Lieberman & L. Miller (Eds.), Staff development for education in the '90s (pp. 61-82). New York: Teachers College Press.
Hargreaves, A. (1994). Changing teachers, changing times. London: Cassell, qtd. in Dexter et al. (1999), 4.
Dexter, S., Anderson, R. E., & Becher, H.J. (1999). Teachers' views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31 (3), 1.
=
Teachers’ Views of Computers as Catalysts for Changes in Their Teaching Practice

ECOLOGICAL PERSPECTIVE
Beau Budde, Howe Lin, Paul Lo, Brian Totman
Yong Zhao Kenneth A. Frank Michigan State University

USES IN SCHOOLS:
ANSCHOOLS:AN ECOLOGICAL PERSPECTIVE
Beau Budde, Howe Lin, Paul Lo, Brian Totman
Yong Zhao Kenneth A. Frank Michigan State University

USES IN SCHOOLS:ANSCHOOLS:
AN ECOLOGICAL PERSPECTIVE
Beau Budde, Howe Lin, Paul Lo, Brian Totman
Yong Zhao Kenneth A. Frank Michigan State University
Overview:Overview:
In the paper the authors look to extend existing research on technology integration within schools. The paper also examines the diffusion of innovations by investigating relationships among the long list of factors that have already been identified to be related to school technology uses.The authors decided to use the metaphor of an ecosystem to better understand the sets of factors that affect integration of computer technology within school classrooms.The paper conducts a study of technology uses in 19 schools in four districts. In conclusion, researchers find that the ecological perspective can be a powerful analytical framework for understanding technology uses in schools.
Introduction: