Abstract:

A common challenge for Colleges of Education is providing high-quality field experiences for pre-service teachers. Sending students to schools each semester of their preparation program requires a great deal of staff time to coordinate with local schools. It is also expensive to deploy faculty to travel to individual sites for observation, and it is difficult to guarantee that students have all of the varied experiences they need to be fully prepared to enter teaching. With funding to universities on the decline, the University of West Georgia turned to a technological solution to reduce costs while providing authentic, relevant field experiences for students.

Research studies suggest that the use of simulation in higher education can have positive effects across a variety of disciplines. Simulation is broadly defined as using a technological device that presents a real-life scenario or challenge to which the student is expected to respond authentically. Over the years, simulation has become more sophisticated, moving from simple role-playing to providing more complex environments, group interactions, and real-time responses. Although more prevalent in medical, aviation, and military settings, simulations are now seen as a potentially powerful pedagogical tool for education broadly and for teacher preparation specifically.

The University of West Georgia adopted the use of simulation to address the challenges of adequately preparing pre-service teachers to face the demands of 21st century teaching. The purpose of the study was to explore whether the use of immersive simulation enhances the field experiences of pre-service teachers, whether it is an economical approach, and whether students found it relevant and valuable for their skill development.

The findings from this study indicate that immersive simulation is an effective tool for expanding and/or replacing some of the students’ experiences in actual classrooms. Four benefits emerged from the study. First, students were able to practice a wide variety of skills in diverse settings that local schools may not be able to provide. Second, students can practice pedagogical skills in a no-risk, controlled environment, which allows them to repeat lessons for improvement if needed. Third, having students practice in a Simulations Lab is economical compared to the travel expenses associated with sending field supervisors to watch individual students in school classrooms. Finally, students reported that their time in the simulation lab was equal to or more valuable than their time in actual classrooms, especially during the early years of their preparation. They also reported that this approach is fun, contemporary, and aligned with their preferred style of learning.

Keywords:

Innovation, immersive simulation, technology, pre-service teacher preparation, field experiences.