High-Tech Simulations Linked to Learning

Autor/in	Ash, Katie
Titel	High-Tech Simulations Linked to Learning
Quelle	In: Education Week, 28 (2009) 28, S.20-23 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Academic Achievement; Earth Science; Scientific Concepts; Grade 9; Computer Simulation; Technological Advancement; Elementary Secondary Education; High Schools; Educational Games; Educational Improvement; Technology Uses in Education; Science Education; Mathematics Education; Arizona + Suchen Sie Ihr Suchwort? Schulleistung; Earth sciences; Geowissenschaften; School year 09; 9. Schuljahr; Schuljahr 09; Computergrafik; Computersimulation; Technological development; Technologische Entwicklung; High school; Oberschule; Educational game; Lernspiel; Teaching improvement; Unterrichtsentwicklung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Naturwissenschaftliche Bildung; Mathematische Bildung
Abstract	To build on classroom experiments and lectures, Daniel Sweeney has his 9th grade earth science students act out scientific concepts on a 15-by-15-foot mat on the floor of the room. Object-tracking cameras mounted on scaffolding around the space collect data based on the students' movements while immersing them in the experience through a video projector and speakers, which provide visual and audio feedback in real time. The Situated Multimedia Arts Learning Lab, or SMALLab, which refers to the floor mat and trussing around it, is being used only at the 1,360-student Coronado High School in Scottsdale, Arizona, for now. A second one is in the works as part of a new school, called Quest to Learn, that is scheduled to open in New York City in the fall. The program is part of a growing movement in schools to incorporate digital games and simulations into classrooms as a tool for raising achievement and preparing students for the technological challenges ahead of them. Although incorporating digital simulations and games into curricula is far from the norm in K-12 schools, educators, researchers, and game developers agree that attitudes toward using those media as teaching tools are changing. Proponents say progress is being made toward a meaningful integration of games and simulations into mainstream classrooms. Even so, experts caution against using such media for learning simply because those new tools seem like an exciting way to teach or learn. Digital games and simulations, they say, should be used to improve the learning of academic concepts. Tests before and after using SMALLab have found that students who use it have shown statistically significant gains in their overall comprehension of subject matter. However, some educators contend that because games take longer to incorporate into curricula, this approach should be reserved for areas in which other teaching tools have not been successful. (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10