simClass: Simulate Your Class Before You Teach

simClass: Simulate Your Class Before You Teach

Bokyeong Kim (University of Virginia, USA) and Donguk Cheong (Korea National University of Education, Korea)
Copyright: © 2009 |Pages: 19
DOI: 10.4018/978-1-60566-322-7.ch015

Abstract

This chapter presents the theory, structure, and development process used in designing a teaching simulation. simClass was designed to help teachers practice differentiated teaching based on students’ traits such as intelligence and personality. simClass has been shown to provide an effective environment for simulating many important steps of teaching. The development process for teaching simulation consists of three phases: learning and analyzing the phenomenon of teaching, designing elements for a teaching simulation and developing and implementing field trials of the simulation. This chapter shows how simClass followed the three phases of the development process for teaching simulation. At the end of the chapter, several implications for the research of teaching simulations were presented.
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Design And Development Of Teaching Simulation

Because teachers are the primary audience for teaching simulations as opposed to students, the design and development perspective differs from that of other educational software. Teaching simulations provide the teaching environment including virtual students to the teachers and pre-service teachers who are the users of the simulations. On the contrary, general educational software plays a role of a virtual teacher to the students who are the users of the software. The authors extracted design principles for teaching simulations from the literature and past research on teaching simulations, which led to the teaching simulation’s design and development process.

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