Simulation Technology to Bridge the Gap from College to Classroom

Not a new tool

Simulation training dates back over one hundred years when it was first used to train pilots. Since then, both the military and industry train their organizations using simulators. Public safety organizations use simulators to train first responders, such as firefighters and police officers. Airlines including Delta and JetBlue own their own simulators to train pilots and flight crew. The medical field utilizes simulators to train medical staff on diagnosis, surgical intervention, and counseling. Simulators ensure safety; they prevent loss of both equipment and lives, providing the learner an opportunity to practice without risk or fear of an error that puts another in harm.

Simulation in education

Simulations can be done face-to-face or virtually. In a technological simulation, a teacher engages with a simulated classroom on a screen. The simulation is conducted live, with the teacher’s movement and speech monitored by camera by the simulation facilitator, known as an interactor. Meanwhile, the interactor responds to the teacher by controlling the movements and responses of the student avatars, each having their own name and personality. These technological simulations prevent risks to real students by having adults portray students in a virtual classroom environment (Dieker et al., 2017).

Simulation benefits

Mikeska et al. (2021) found technological simulations for education provide similar benefits to those in industry, allowing pre-service teachers the opportunity to try a range of instructional strategies in a safe setting that minimizes risk for both the educator and students.  Lamb and Etopio (2020) describe this as “soft failure,” in which any failure does not last, but instead presents an opportunity for pre-service teachers to become more efficient.

Additionally, teachers can gain experience working with a diverse range of students who may not be present in an internship or practicum experience. Simulations provide pre-service teachers with repeated practice, allowing them to reach criteria for a specific skill before applying it in a real classroom. Simulations provide a learning environment in which a pre-service teacher can pause and regroup if needed or move to increasingly complex classrooms as they grow their skills (Dalinger et al., 2020). Beginning pre-service teachers may focus on practicing one skill, while advanced pre-service teachers may graduate to more complex practice, combining skills within a lesson.  Simulations support personalized learning, allowing educators to grow and move as they have success (Dalinger et al., 2020).

Gundel and Piro (2021) found the authentic nature of simulations increased self-efficacy, a potential issue resulting in inexperienced teachers leaving the classroom.  Preservice teachers can engage in the simulation as part of a learning cycle of preparation, simulation practice, feedback, and reflection (Mikeska, 2021). A simulation can provide multiple opportunities for practice that may not occur naturally during an internship.  This supports research that preservice teachers who have practiced with feedback are two times more likely to continue in education (Kini & Podolsky, 2016).

The following are key insights shared by Dr. Dieker on this research. The interview focused on five questions around simulation and other innovative technologies in teacher preparation as well as recommendations for teacher educators to incorporate these ideas.