Simulations and Virtual Manipulatives

I think that I needed to expand my definition of simulation. Upon researching this week I came to realize how many things are included in the category of simulation/virtual manipulation. There are SO many simulations available, especially in iPad apps. Apple is very big at my school so that is where I always start my tech research. Some of the simulations I found that incorporate TPCK and that I could use in my classroom are Spacecraft 3-D, Simple Physics, and Google Earth.

Spacecraft 3-D is an awesome iPad app that allows students to explore different NASA spacecraft in an augmented reality, three-dimensional way. You first have to print off the image code and then you point the iPad at the image and a three dimensional version of the spacecraft of your choice pops up. It even allows you to manipulate the moving parts of the spacecraft. This is an exploratory opportunity that my students would never have in real life. The app also gives information about the spacecraft. I would use this when I teach astronomy to show students what kinds of spacecraft exist, but also to peak their interest in the world of astronomy, The cool thing about astronomy is that there is so much ifnromtion out there and students are definitely interested. Another content area that this simulation would work for in older students is engineering and technology. Being able to examine these amazing feats of technology first hand and even see how the moving pieces work would be a great lesson.

Simple Physics is an iPad app that takes a fun game and incorporates critical thinking skills and physics principles. Students can problem solve how to build different structures using the least amount of material while still creating a stable structure that can hold weight. Physics is not something I would normally attempt to teach my third graders, but putting it in game form is something that they could actually do. They could begin to apply those physics concepts to the real world. I would love to see older students begin with this simulation to understand physics and then take that knowledge and actually build something using those principles. For example, have students build a small bridge that has to hold a person while being under a certain weight limit. I think that technology is a great tool, but we still live in the real world, so using those skills technology helps us achieve to actually build something is a great bridge activity.

Google Earth is not something I ever thought of as a simulation, but it definitely is. I also think that most people do not take advantage of all Google Earth provides. It virtually allows you to go anywhere in the world, or in the sky, or many places from the past. My third grade students love just exploring Google Earth, finding their own houses, and discovering new places. The layers allow us to see tons of different things on Google Earth. I think this app creates a curiosity and a love of learning in my students. I will use Google Sky when I do astronomy with my students. It lets you see planets, constellations, and stars.

The first thing that I observed when looking at our shared Google Doc is that there is not much repeat of simulation/virtual manipulations listed. There is so much out there! (I think that’s my biggest struggle with technology is finding it and figuring out what is best for my students.)

These tools can directly support my instruction. There are so many available, it would be easy to find a tool to go with almost any unit I am teaching. These tools allow my students to and experience and explore many things that they wouldn’t otherwise have access to. Using tools like these with our diverse learners is a great opportunity. Because students are using a device individually or in a small group, content can easily be repeated and gone over again or at a slower pace.

The biggest challenge with using these tools is technology availability. Most classrooms don’t have the resources to have devices in every student’s hands. Also, teaching with technology tools like these requires a lot of time to frontload instruction on how to use the tools and also rules that go with the tools. Then comes the necessary classroom management and safety management while the students are using the simulations.

Skimming through everyone else’s resources, one of the tools that I could most use is Dance Mat Typing. My students do not know how to type properly and with PARCC testing rolling out soon, that is going to be necessary. I could also use the build-a-fish simulation. We study habitats and food chains, and that program is a great problem solving and critical thinking game.

I am amazed at the high levels of blooms taxonomy that can be found in many of the simulations. So many teachers, myself included, get stuck in using computer programs and iPad apps that just drill the memorization of information and not promote critical thinking skills. The games like Simple Physics and Build-a-Fish require students to create, analyze, recreate, and apply their knowledge. These tools can do much more than we allow them to do.

A lesson that I could teach would be about astronomy using the Solar Walk Simulation iPad app. I would allow students to explore the solar system using iPads. I would then let them come up with further questions about the solar system that they could research on the app. They could also write about what they learned. I am expecting that students will have a greater understanding of the solar system and be able to describe and demystify many astronomy misconceptions that adults can often have.