RATIONALE FOR EDUCATIONAL SIMULATIONS
by Robert E. Morgan
The use of simulated activities in education is widely becoming recognized as an important tool in schools. Schools are finding that activities that promote learning tend to meet the following criteria:
1. They are "real" or virtually real. They simulate some activity so well that real learning takes place. In fact, the term "virtual reality" is now a widely recognized term and one whose implications are important to education. Howard Rheingold's 1991 book Virtual Reality deals with the technology that "...creates the completely convincing illusion that that one is immersed in a world that exists only inside a computer." Rheingold details his tour through countless situations in which virtual reality is being explored -- from NASA simulators to university experiments that explore the outer edges of simulating reality. Educators are not known for having access to state of the art educational technology, but the principles of virtual reality, applied appropriately, are within the grasp of most educators who are serious about the work they do. Using the principles of virtual reality doesn't have to involve the headpieces and the 3-D glasses described by Rheingold, but the concept of simulating reality far educational purposes is an important one.
2. They are "hands-on" so that students become participants, not just listeners or observers.
3. They are motivators. Student involvement in the activity is so great that interest in learning more about the activity or the subject matter of the activity develops.
4. They are age appropriate. Since simulations are designed, they can take into consideration developmental age requirements.
5. They are inspirational. Student input is welcome and activities are designed to encourage students to enhance the activity through their own ideas.
6. They are developmentally valid. Simulations take into account the developmental level of the students.
7. They are empowering. Students take on responsible roles, find ways to succeed, and develop problem- solving tools as a result of the nativity.
The use of simulations puts the teacher into a new role -- a role that is the inevitable result of the evolution of the role of the teacher in education. Most teachers recognize that their role is no longer that of a presenter of information and that students are no longer sponges for facts.
Opinions are those of Robert E. Morgan, and are not necessarily the opinions of University School or any other organization or person. Copyright ©2000 Robert Morgan. All Educational Simulation Web Site logos and graphics © 2002
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