Simulations within the Classroom

Jason E. Amy Diffusion and Integration of Educational Technology EDUC Walden University May 22, 2011

Introduction Greetings Overview

Need Limited Amount of Equipment

Research Computer program written to model real life History of the Simulation – 1 st simulations introduced: – 1 st simulations used in the classroom: – Popular sims of today

Research Findings 1 Bayrack (2008): – Many abstract ideas become more tangible – Own pace, control, answers, and feedback Kelly, Bradley, Gratch(2008): – Engages – See consequences

Research Findings 2 Adams, Reid, Lemaster, McKagan, Perkins, Dubson, et. al. (2008): – Highly engaging – Easy to introduce – Puzzles or clues Shifflet, Brown (2006 ): – Opportunities

Research Findings 3 Sahin (2006): – Supplementary Eskrootchi, Oskrochi (2010): – Real life training – Gains

Development Problems for developers – Bugs in coding Problems for potential audience – Easy of use – Interest

Commercialization Free sims – PhET Commercials sims – (Gizmos)

The Innovation-Decision Process Knowledge4. Implementation 2.Persuasion5. Confirmation 3.Decision History of PhET Simulations found at: Timeline of I-D Process for PhET Simulation Usage

Communication Channels Interpersonal Channels – Impact History of PhET Simulations found at:

Adopter Categories Part 1 Innovators – math and science teachers who are also technically adept with their computers Early adopters – primarily math and science teachers as most simulations are in these two subjects

Strategies for adopting A professional workshop to introduce teachers to different simulations and their uses A demonstration of how simulations can be used in the classroom

Adopter Categories Part 2 Laggards will most likely be: – the teachers who are not comfortable with using computers (often many of the older teachers) – those in English and Social Studies because of the smaller amount of sims available

Strategies for Laggards to Adopt Peer pressure from other teachers in their departments who have already adopted Making sure to find simulations specific to English and Social Studies

Perceived Attributes Relative advantage – If the simulation can be shown to be better than what it replaces. For example, simulations in science may offer more ways to manipulate objects with a sim. Trialability – Given the chance to try the product before having to purchase it. Example: gives a sample before purchase

Perceived Attributes cont’d Observability – Teachers who see other teachers using simulations will be more likely to adopt them for themselves

Centralized or De-centralized? De-centralized – Horizontal Flow Target math and science departments Spread out to other departments

Key Change Agents Roles of – Targeting – Linking

Key Change Agents 7 roles of a change agent – Develop a need – Establish info exchange – Diagnose problems – Intent to change – Intent changes to action – Stabilize adoption – Terminal relationship

Critical Mass Definition – Diffusion becomes self- sustaining Strategy for attaining: – Target departments who tend to be more innovative

“Champion” Characteristics: – Well respected teacher A. Defining the need B. Matching innovation

Examples of Simulations 1 1. Bennett, J. (2011). PhET award winner video. MERLOT. Retrieved from tml tml 2. NRCScienceGamesSims. (2009). PhET interactive simulations. Youtube. Retrieved from E E

Examples of Simulations 2 3. ELGizmos. (2010). Introduction to ExploreLearning Gizmos. Youtube. Retrieved from uRQ uRQ 4. ELGizmos. (2011). Teachers on the impact of Gizmos. Youtube. Retrieved from 47I 47I

Examples of Simulations 1 5.Secondlife25. (2007). Training simulations in Second Life. Youtube. Retrieved from pb0 pb0 6. J0esanchez. (2007). Education in Second Life. Youtube. Retrieved from 5ww&feature=related 5ww&feature=related

Conclusion Summary