Lesson 7 Blog

         This week I learned about different types of software, as well as using the internet and audio visual technologies in the classroom. I found the article on EducationWorld about simulations to be particularly interesting. I really believe in Gardner's multiple intelligence theory and learning through experience; so I like the idea of using both "real" and computerized simulations in the classroom.  Simulations can help students reach NETS standard one, dealing with creativity, and standard four, dealing with critical thinking, problem solving and decision making.

          I can see the value of doing real simulations, like the Kings M&M's example that was presented in the article. I can also see how technology can help teachers with virtual simulations using computer software. I remember that I loved to play the Oregon Trail game in the fourth grade. Even though I did not realize that I was learning at the time, it was a great learning experience. I was taught about a significant period of American history and I also learned about economic concepts, such as scarcity. To be honest, I don't specifically remember what I learned in fourth grade (except the  multiplication table); but I remember playing that game. I think that this proves that simulations and games can have great educational value and have an impact on students.   

          In the interest of full disclosure, I will acknowledge the fact that I am a tactile or kinesthetic learner. So it is probably not a surprise that I am really interested in this type of learning experience. I would also say that it seems that the use of simulations is not very prevalent in schools. This could be attributed to several possible factors, such as the fact that it is not historically accepted as a teaching method. It does not fit into the Socratic Method and thousands of years of teaching pedagogy. Also, I can imagine that it takes time to create, practice and hone simulations; so I can see that some teachers would be hesitant to adopt this practice.

          I can envision that in order to avoid problems with doing simulations in the classroom a teacher will need to have good classroom management skills. Obviously, students will have a certain amount of "freedom" when working with simulations. This freedom is not present when students are quietly sitting at their desks taking notes. The teacher will need to maintain control over their students; I could see how certain simulations could devolve into chaos quickly if the teacher does not keep the students focused and on task.  Also, as the teacher, Max Fischer, noted in the EducationWorld article, some simulations can elicit strong feelings and emotions within students. So it is imperative for the teacher to know and be able to gage student's reactions. The teachers need to effectively communicate and show the relationship between the student's feelings and the lesson. Also, it is important for a teacher to modify or discontinue a simulation that may be too harmful.