Share Paper: JTATE Special Issue: Digital Games and Simulations in Teacher Preparation

  1. Teresa Franklin, Ohio University, United States
  2. Len Annetta, George Mason University, United States
  3. Lin Lin, University of North Texas, United States
  4. Tao Zhang, University of North Texas, United States
  5. Pg Schrader, University of Nevada, United States
  6. Leanna Achambalt, Arizona State University, United States
  7. Conrad Oh-Young, University of Nevada, United States
  8. Lilly Lu, Northern Illinois University, United States
  9. Erin Peters Burton, George Mason University, United States
  10. Wendy Frazier, George Mason University, United States
  11. Richard Lamb, George Mason University, United States
  12. Rebecca Cheng, George Mason University, United States
  13. Margaret Chmiel, George Mason University, United States
  14. Marie Iding, University of Hawaii, United States
  15. Joan Nordbotten, University of Bergen, Norway
  16. Lisa Carrington, University of Wollongong, Australia
  17. Lisa Kervin, University of Wollongong, Australia
  18. Brian Ferry, University of Wollongong, Australia
  19. Mariya Yukhymenko, University of Connecticut,, United States
Monday, March 5 11:30 AM-12:30 PM Terrace North

Abstract: Today’s pre-service teachers have grown up with ubiquitous access to computers and the Internet, which has changed how they learn and how they will teach (Prensky, 20011). Virtual worlds, games and simulations are not new to pre-service teachers and can provide pre-service, in-service teachers and teacher educators an opportunity to “engage learners in immersive and interactive environments that require knowledge, critical thinking and decision making skills” (Educause Learning Initiative, 2010, para. 12) for successful accomplishment of learning outcomes. The Educause Learning Initiative suggests “immersive environments can play a significant role in facilitating learning through engagement, group participation, immediate feedback, and ...