Abstract:
The aim of this project is to develop an online course that uses interactive computer simulations to illustrate a range of problematic behaviors as an integral component of student teacher training. The management of children’s behavior is potentially one of the most stressing aspects of teaching. However, the use of computer simulations can, within the context of the university classroom, provide student teachers additional opportunities to safely practice and develop effective behavior management skills before entering into the realities of the kindergarten and primary classroom. We do not intend to use online computer simulations to replace our existing student placement program. We see these simulations as an add-on component that complements the student placement program.
The advantage of using computer simulations over videos using real child actors is that no stigma would be attached to any children/be associated with particular facial features. Also, consent from parents is not required. More importantly, interactive computer simulations prepare student teachers to deal with problematic behavior, just like a flight simulator helps a trainee pilot to learn to fly an aeroplane.
The target users of these computer simulations are student teachers who would work in the kindergarten or primary school settings upon graduation.
Code:
T0197
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
15 Sep 2017
End Date:
14 Sep 2019
Status:
Completed
Result:
We have created a series of bilingual (English and Chinese) computer games which
(1) Show student teachers that there are two main categories of problematic behavior (bullying behavior AND more general problematic behavior in the classroom) and teachers tend to have different tolerance levels for different kinds of problematic behavior (Level 1);
(2) Highlight that the power relationships amongst young children and how children see themselves and their peers are keys to understanding problematic behavior in the classroom (Level 2);
(3) Challenge student users’ underlying assumptions by showing them that children’s reaction to the teacher’s intervention can be very different from what the teacher has initially anticipated (Level 3);
(4) Highlight that in reality, multiple problematic behaviors can occur simultaneously, but there are preventive strategies at the school and classroom levels to help reduce problematic behavior (Level 4).
Not only student users but also practicing teachers and principals believed that our computer games could influence a deeper and broader understanding of problematic behavior within the school environment. Instead of just presenting “dry facts” to the users, our games promote reflective practice by challenging users to rethink about what really constitutes problematic behavior and whether children would always react to teacher’s intervention in the same way.
Impact:
The project has pioneered the use of an online platform to prepare student teachers for dealing with problematic behavior in the kindergarten or primary school context. By accessing the platform via mobile phones or computers, student teachers can learn in their own time and at their own pace about a broad range of topics, including:
(1) What are the typical problematic behaviors amongst young children?
(2) Why is it counterproductive to quickly label a child as a bully or a victim?
(3) Why is it important to first consider children’s potential reaction before using a particular intervention strategy for problematic behavior?
Feedback was gathered from stakeholders (students, teachers, principals and university lecturers) during the various stages of product development. Not only student users but also practicing teachers and principals believed that our product in its current presentation format could influence a deeper and broader understanding of problematic behavior within the school environment where such understanding can impact on school dynamics and provide the basis for effective strategies for intervention. We wish that this platform can become open-access for all student teachers within the University, and become a blue print for other online courses.
Financial Year:
2016-17
Type:
TDG