Preservice Special Education Teachers' Perceptions of Mixed-Reality Simulation Experiences

Autor/inn/en	McKown, Georgia; Hirsch, Shanna E.; Carlson, Alex; Allen, Abigail A.; Walters, Sharon
Titel	Preservice Special Education Teachers' Perceptions of Mixed-Reality Simulation Experiences
Quelle	In: Journal of Digital Learning in Teacher Education, 38 (2021) 1, S.4-19 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKown, Georgia) ORCID (Hirsch, Shanna E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
DOI	10.1080/21532974.2021.1995796
Schlagwörter	Preservice Teachers; Special Education Teachers; Computer Simulation; Learning Experience; Student Attitudes; Teacher Education; Teaching Methods; Technology Uses in Education + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Computergrafik; Computersimulation; Lernerfahrung; Schülerverhalten; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Special educators are expected to implement High-Leverage Practices to support diverse learners. This article describes the findings from a mixed-reality simulation project structured around the framework of connected learning. The project sought to evaluate how 30 preservice teacher candidates in special education feel about mixed-reality simulation compared to traditional classroom practice (i.e., role playing) in learning the High-Leverage Practice of system of least prompts. Results of this study indicate that those who participated in the mixed-reality simulator had significantly different social validity survey responses from the live practice group on items related to perceived performance, perceived tool value, and treatment experience; these findings can help inform teacher educators on how to incorporate mixed-reality simulation. Limitations and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01