| Autor: |
McKown, Georgia, Hirsch, Shanna E., Carlson, Alex, Allen, Abigail A., Walters, Sharon |
| Zdroj: |
Journal of Digital Learning in Teacher Education; January 2021, Vol. 38 Issue: 1 p4-19, 16p |
| Abstrakt: |
AbstractSpecial 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. |
| Databáze: |
Supplemental Index |
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