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This chapter describes pre-service teachers' teaching practices of didactic methods based on cognitive apprenticeship. The purpose of this chapter is to demonstrate…
This chapter describes pre-service teachers' teaching practices of didactic methods based on cognitive apprenticeship. The purpose of this chapter is to demonstrate potential of Second Life® as a space for teaching practices of pre-service teachers. The participants were 160 college students who were completing a practicum at Korea National University of Education. These students enrolled in four sections of teaching methods and educational technology, which was one of the requirements for their teaching certificate. The students were placed in groups of three to five students according to their majors. In Second Life, they practiced their teaching and participated in the evaluation of other groups' teaching. They discussed Second Life's potential, such as a space for expanding their teaching experiences and explored possibilities for using it as an environment for teaching practices. The authors believe that readers will find that Second Life can offer a valuable environment to promote pre-teachers' understanding of teaching techniques.
Youngkyun Baek is professor of educational technology at Boise State University, USA. He had been teaching since 1991 at Korea National University of Education. Previously, he worked at Korea Educational Development Institute. His research interests are on instructional games, simulation, and mobile devices in education. He has presented several papers at SITE, NECC, AERA, and OECD Expert Meeting on gaming and simulations. Recently, he published two books on educational games and wrote several book chapters. Now he is designing a social network game on global warming and doing a research on intrinsic motivational factors in instructional games.
The part covers the planning process from the perspective of the instructor. Our global set of authors span Europe, Asia, and the Americas. The principle concept is that the science of learning, the cybergogy, that has emerged in technologies like virtual worlds requires faculty to think in terms of learning archetypes. As faculty plan for activities and ways to manage attention in activity-based learning environments, they will think in terms of building around avatars, engaged in finding things, and responding to critical incidences. In doing so, teaching and learning grows around visual stimulation, engagement, collaborative motivation, personal interest, context in the subject matter, and “contemporarity” of the learning environment. The process for teaching in virtual worlds mirrors other emerging technology. Educators need to lead by example, using the technology themselves to build their expertise. They must garner support from their stakeholders and create and engage in professional development courses that focus on virtual worlds so they can prepare and be prepared for delivering in the environment.