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Modeling in the Classroom Using Squeak Etoys

Copyright © 2009. 16 pages.
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DOI: 10.4018/978-1-60566-322-7.ch017
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MLA

Morge, Shelby P. "Modeling in the Classroom Using Squeak Etoys." Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments. IGI Global, 2009. 334-349. Web. 23 Sep. 2014. doi:10.4018/978-1-60566-322-7.ch017

APA

Morge, S. P. (2009). Modeling in the Classroom Using Squeak Etoys. In D. Gibson, & Y. Baek (Eds.) Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments (pp. 334-349). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-322-7.ch017

Chicago

Morge, Shelby P. "Modeling in the Classroom Using Squeak Etoys." In Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments, ed. David Gibson and Young Kyun Baek, 334-349 (2009), accessed September 23, 2014. doi:10.4018/978-1-60566-322-7.ch017

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Abstract

Recently adopted 21st Century goals stress the importance of preparing students for a globally competitive society by providing them with opportunities to develop skills in global literacy, problem solving, innovation, and creativity. These goals create a challenge for teachers to move beyond traditional beliefs about teaching and learning in order to implement new technologies and teaching strategies in the classroom. This chapter provides a brief overview of the process of blending a new technology into the classroom setting. The process involves selecting the new technology, learning how to use it, and using it in the classroom. As a specific example, this chapter describes how a NSF-funded project, entitled Using Squeak to Infuse Information Technology (USeIT), is helping teachers learn how to use a new virtual modeling technology, Squeak Etoys, and use it in their classrooms. The teachers have learned and used Squeak Etoys in a way that works best for them and their students. They have created models and problem-based learning (PBL) lesson plans correlated with state curriculum standards.
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Introduction

Teachers have a significant responsibility when it comes to preparing their students for the future. This is a future beyond statewide testing initiatives and the upcoming school year. Some states have adopted standards focusing on preparation for the 21st century. The guiding mission of these standards is that every public school student will graduate from high school globally competitive for work, postsecondary education, and prepared for life in the 21st century (Partnership for 21st Century Skills, 2007). Teachers hope that they are preparing their students for their future, but this is a lofty task considering that a number of current teachers were schooled in a time when technology was not so prevalent and the practice of teaching was much different than it is today (Ertmer, Addison, Lane, Ross, & Woods, 1999; Sarason, 1996). In other words, teachers were not taught in the manner that they are being asked to teach today. This creates a challenge for teacher educators, because research has shown that pre-service teachers often revert to the way they were taught once they enter the classroom (Cooney, 1985; Raymond, 1997).

Thus, the challenge is for teachers to move beyond traditional beliefs about teaching and learning in order to implement new technologies and teaching strategies in the classroom. This is easier said than done. Research has shown that teachers are tested when learning new technologies and face more challenges when implementing the technology in their classrooms (Ertmer, 1999; Russell, 1995). This chapter provides a brief overview of the process of blending a new technology into the classroom setting. This process involves selecting the new technology, learning how to use it, and using it in the classroom. As a specific example, it describes how a NSF-funded project, Using Squeak to Infuse Information Technology (USeIT), is helping teachers learn how to use a new virtual modeling technology, Squeak Etoys, and use it in their classrooms. This chapter also explains why Squeak Etoys was chosen for the project, how to create a model using it, how teachers have learned to use Squeak Etoys, and how it has been successfully implemented in the classroom. The chapter concludes with a discussion of emerging trends and suggestions for future research.

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Complete Chapter List

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Table of Contents
Foreword
Rhonda Christensen, Gerald Knezek
Chapter 1
A Simulation Primer  (pages 1-24)
Katrin Becker, James R. Parker
This chapter provides an introduction to digital simulations for those interested in using or designing them for instructional purposes. There has... Sample PDF
A Simulation Primer
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Chapter 2
Youngkyun Baek
This chapter expands upon the definition of a simulation with two categories: experiential and symbolic. It discusses the interactive, experiential... Sample PDF
Digital Simulation in Teaching and Learning
$37.50
Chapter 3
Peter R. Albion
Interaction is fundamental to the learning process and game-like 3D online spaces present opportunities for enhancing learning through supporting a... Sample PDF
Virtual Spaces for Teaching and Learning
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Chapter 4
David Williamson Shaffer
Multiculturalism is an essential tool for democratic citizenship in a world made ever more closely interconnected by information technologies. In... Sample PDF
Computers and the End of Progressive Education
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Chapter 5
Celina Byers
The desired outcome of instructional game design is to combine the powerful attraction of games and the proven effectiveness of instructional system... Sample PDF
Combining Instructional Design and Game Design
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Chapter 6
Helyn Gould, Michael Hughes, Paul Maharg, Emma Nicol
Game-based learning and simulation is a powerful mode of learning, used by industries as diverse as aviation and health sciences. While there are... Sample PDF
The Narrative Event Diagram: A Tool for Designing Professional Simulations
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Chapter 7
David Gibson
In order for a digital simulation to provide an artificial teaching environment there needs to be a computational model of the act of teaching... Sample PDF
Modeling Classroom Behaviors in Software Agents
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Chapter 8
Sara Dexter
The new technology-enhanced conception of assessment stands in contrast to the traditional view of assessments as tests of a learner’s ability to... Sample PDF
Design Principles for Interactive Learning Environments with Embedded Formative Assessments
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Chapter 9
Penny deByl
Three-dimensional virtual learning environments provide students with pedagogic experiences beyond traditional two-dimensional textbook and Web page... Sample PDF
Hybrid 2D/3D Development of Interactive Simulations
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Chapter 10
Len Annetta, James Minogue, Shawn Holmes, Meng-Tzu Cheng, Elizabeth Folta, Marta Klesath
This chapter will provide concrete examples of how a research group at North Carolina State University is using case studies as the... Sample PDF
Using Case Studies as the Narrative to Game Design and Development
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Chapter 11
Mark Girod
Teacher education is currently facing pressures to demonstrate efficacy in preparing teachers who can affect P-12 student learning gains. Teacher... Sample PDF
Exploring Teacher Problem Solving Using Simulation
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Chapter 12
Donguk Cheong, Bokyeong Kim
A computer simulation for improving teaching is expected to remove the potential negative effects on real students while creating an environment... Sample PDF
A Simulation for Improving Teachers' Motivational Skills
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Chapter 13
Damián Piccolo, Anna Oskorus
Nearly half of all new teachers leave the field of education within the first five years (Ingersoll, 2003; Alliance for Excellent Education, 2005).... Sample PDF
Designing Commercial Simulations for Teachers
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Chapter 14
Scott J. Warren, Richard A. Stein
This chapter discusses the design and use of simulated teaching experiences contextualized through role-play in a multi-user virtual environment as... Sample PDF
Simulating Teaching Experience with Role-Play
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Chapter 15
Bokyeong Kim, Donguk Cheong
This chapter presents the theory, structure, and development process used in designing a teaching simulation. simClass was designed to help teachers... Sample PDF
simClass: Simulate Your Class Before You Teach
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Chapter 16
Karen Schrier, Charles K. Kinzer
Teacher education that emphasizes the understanding and assessment of ethics can support the creation of an ethically aware and critically engaged... Sample PDF
Using Digital Games to Develop Ethical Teachers
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Chapter 17
Shelby P. Morge
Recently adopted 21st Century goals stress the importance of preparing students for a globally competitive society by providing them with... Sample PDF
Modeling in the Classroom Using Squeak Etoys
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Chapter 18
Mary Jo Dondlinger, Scott Joseph Warren
This chapter discusses Alternate Reality Games (ARGs) as simulated experiences, and presents the conceptual framework that informed the design and... Sample PDF
Alternate Reality Games as Simulations
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Chapter 19
Caitlin Kelleher
Self-directed, open-ended projects can enable students to pursue their own interests and lead to deep learning. However, it can be difficult to... Sample PDF
Supporting Open-Ended Programming Assignments
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Chapter 20
Kay Kyeongju Seo, Aimee Byk, Chris Collins
How can one bring cognitive apprenticeship into the virtual world? This chapter addresses how to construct a 3D online digital environment that... Sample PDF
Cognitive Apprenticeship Inspired Simulations
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Chapter 21
Jae Yeob Jung, Hyung Sung Park
The purpose of this chapter is to explore how learning, by making games, can provide opportunities for higher-order thinking such as problem... Sample PDF
Learning by Doing via Game Making
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Chapter 22
Christian Sebastian Loh, Jae Hwan Byun
Game Modification, or Modding, is a unique and valuable way of learning with digital games as well as a means to earn beginners’ stripes in the game... Sample PDF
Modding Neverwinter Nights Into Serious Games
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Chapter 23
Teresa Franklin, David Chelberg, Chang Liu
Virtual environments are a topic of discussion for many in the business and commerce fields. However, K-12 school systems have been slow to embrace... Sample PDF
Changing Middle School Science through STEAM
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Chapter 24
David Gibson
This chapter discusses how a teaching simulation can embody core characteristics of a complex system. It employs examples of specific frameworks and... Sample PDF
Complex Systems Concepts in Simulations
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