Journal #8

“Simulation Nation: The Promise of Virtual Experiences”
Edutopia/March 2007
By Marc Prensky

The author in his article discusses the issues involving the limited use of simulations in today’s classrooms. It has been widely agreed that simulations can prove to be useful additions to instruction, but their use has still remained infrequent. Computer simulation helps learners to develop “what if” scenarios and to test out alternatives and different variables and be able to see results and consequences. Simulation can be a powerful tool because it offers opportunities for hands on learning when situations are complex or too dangerous. Students can gain knowledge about a complicated product or piece of equipment such as a car or an airplane. They can also learn about a system or a behavior without the risk of hurting themselves, others, or expensive property.

It was pointed out that simulations have been used in many professional fields, such as medicine, finance, the military, city planning, science and engineering. The corporate world not only has simulations in place, but also has ways of measuring results. This type of measurement has not been used in the educational world as frequently.

The author feels that the use of simulations in our schools is “far more infrequent and unorganized as it could be”. Out of 2.2 million teacher subscribers, less than even 1 percent use simulations in class. Why is this? The reasons cited include the lack of money, time, knowledge, technology, and sharing. In terms of money, there are free or low cost websites available to teachers. With limited time available to cover multiple subjects and objectives and the concern over testing, matters that don’t teach directly to the tests have fallen by the wayside. Some teachers are reluctant to move away from the traditional approach and are not comfortable with technology. Additionally, many schools do not have the most up to date technology like handhelds and global positioning technology.

Simulations can bring more reality and application into student learning. Hopefully in the future, teachers will share their experiences so we can all learn and find out what has been effective, and perhaps this will increase usage.

Questions:
1. Can you give me an example of a learning situation that may lend itself to a simulation? My son has a couple computer games (which he loves) that are good examples. One he gets to build a race car and through trial and error, he tests various variables as far as speed and basic physics principles. The other is where he builds a theme park. He builds rides and tests out things like ride safety and feasibility. He also sets up concessions stands and hires the people to staff the park and gets to see how his decisions affect the total profits of his little business. There are others on the market like this.

2. Many teachers are concerned about testing and feel that they don’t want to introduce anything “extra” when they don’t even have enough time to teach the subject matter that is required. What are some ways to deal with this issue?

Simulations can be integrated into different subject areas in a way that it wouldn’t take up any more time; it just requires a little more planning and effective time management. It can also be used as a final stage of the lesson and hopefully the children will be motivated to get to that stage, so they pay better attention. Additionally, Information can be provided for at home use and/or after school enrichment programs.