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Teaching controversial Conversations in an Online Simulation
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, Towson University, United States ; , Jewish Theological Seminary of America, United States

Society for Information Technology & Teacher Education International Conference, in Online, United States ISBN 978-1-939797-55-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

How did graduate students engage in controversial conversations through role play in a virtual simulation? This qualitative research investigated graduate students’ experiences with online conversation about controversial topics with middle school students within a history-based simulation. Dialoguing in character, students from both university level and middle school conversed in both public and private forums. Findings included that students found a variety of strategies to simultaneously play their character authentically while also provoking and challenging students to respond to their comments. Our analysis focuses on the role tension between authentically playing a character and responsibly enacting the role of teacher. Implications are proposed for teacher education. Please use this URL to view the video: https://www.loom.com/share/8d7dbfca2bd54654bbfde1cf25f4918f

Citation

Shargel, R. & Katz, M. (2021). Teaching controversial Conversations in an Online Simulation. In E. Langran & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1514-1521). Online, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2021 from .

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