Mixed Reality vs. Field Experience? Oakland University Reports Simulations are ‘Less Messy’
How can we train teachers to elicit student thinking in ways that position students as sense-makers without being able to place them directly in the field?
The newest episode of Mursion’s Education Roundtable Series will dive into Oakland University’s account of how its math and social studies training program is implementing mixed reality simulations to replace and/or augment field experiences during the global coronavirus pandemic.
On June 8, Sue Wiley will be joined by Dawn Woods, Linda Doornbos, and Cynthia Carver from Oakland University in Rochester, MI. to present their findings. During the Roundtable, the team will discuss emerging themes from their research, such as how simulations supported the development of justice-oriented high-leverage practices within their teacher education program.
The Education Roundtable: The Argument for Mixed Reality Simulations in Teacher Preparation, will include a live simulation demo, as well as a Q&A session where attendees can ask questions about their findings as well as funding, vouchers, and more.
Dawn M. Woods, Ph.D. is an assistant professor of elementary mathematics education in the School of Education and Human Services at Oakland University in Rochester, Michigan. She teaches mathematics methods courses in the elementary education program. As a lifelong educator with teaching experience in preschool-6th grade classrooms, she brings a teacher’s perspective and curiosity about students’ mathematical thinking to her research. This unique perspective allows her the opportunity to investigate the following big idea: How do math language routines provide teachers with ways to foster student participation and advance justice while building math language, practices, skills, and concepts.
Linda Doornbos, Ph.D is an assistant professor of elementary social studies in the Teacher Development and Educational Services at Oakland University in Rochester, Michigan. She is deeply committed to educating candidates to be responsive and responsible teachers and leaders in a culturally diverse and complex world. Her research is grounded in supporting teachers as learners and builders of inclusive learning communities and investigating critical pedagogy that enhances the teaching and learning of powerful social studies.
Cynthia Carver, Ph.D. is an associate professor and department chair in Teacher Development and Educational Studies at Oakland University, where she also coordinates the M.Ed. in Teacher Leadership. Her research interests include the reform of teacher preparation, particularly from a practice-based, clinically-rich, equity-minded lens. She is also a recognized expert on teacher leadership preparation, programming, and practice.