Integrating
Technology Across the Curriculum: Internet/Computer Writing Resources
for a Content-Based Curriculum,
Michael
Krauss, ISALC,
Lewis & Clark
College
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Simulating Real World
Environments
When used with instructional materials and activities designed for
ESL learners, computer simulations and games can provide a rich
environment for language learning. Because simulations work best when
used in small groups, students have ample opportunity to develop the
small-group interactional skills required in university and business
settings. In addition, simulations provide an excellent environment
for writing because simulations often generate quantities of
meaningful information about which to write. Students see the logic
of analyzing, synthesizing and reporting on the results of a
simulation and there is high motivation to share their findings with
others.
Samples of Simulations and Teaching
Materials
References
Samples of Simulations and
Teaching Materials
Role Playing Simulations
Decisions, Decisions series
by Tom Snyder Productions - provides excellent simulations on
a number of topics which would be appropriate in ESL classes
(Environment, Immigration, Colonization, Revolutionary Wars,
Violence in the Media, Campaign Trail and more) at
http://www.teachtsp.com/ Each simulation provides an
opportunity for students to read, write and discuss within a
content area as they identify problems, use critical thinking and
decision-making skills. Version 5.0 includes built-in writing
module.
- Decisions,
Decisions On-line is now available and at no charge. The
current topic (Sept. 99 is Gun Control). There is a different
scenario each month and users can access past scenarios via an
on-line archive("coming soon" as of this writing). This
resource follows the same general format as the paper-based
Decisions series, and also includes on-line video advice from
the four advisors. The text-based materials (advisor memos,
post-simulation quiz) are downloadable in PDF format. This is a
great resource. http://www.teachtsp2.com/ddonline/
Prejudice has been a successful
simulation in a content-based course which I am currently
teaching, Diversity and Civil
Rights in the U.S. The simulation is set in a small town in
which a local business is distributing racially biased
materials, thereby inciting racial unrest among the
inhabitants. Students are the collective "mayor" of the town
and must make decisions based on the information given them by
a cadre of advisors (also played by the students) who come from
different perspectives (campaign manager, political activist,
lawyer, and historian). The students must read informational
booklets, each based on the viewpoint of one of the advisors.
The simulations require only one computer in the classroom, are
easy to use, and come with freely reproducible supporting
materials. Here is a follow-up writing
assignment based on the "Prejudice" simulation which I have
used in class.
Resources
For detailed lesson plans and classroom activities based on
"The Environment" simulation by Tom Snyder Productions, contact
Sidney
Kinneman, University of Oregon, who presented "Academic
Reading, Writing and Debating Through Computer Simulation
Tasks" at TESOL '97.
Research
Suzanne Wright describes the results of research comparing
two group of intermediate ESL students, one using a debate
activity and the other a simulation (Tom Snyder's "The
Environment"). The article concludes the following: 1) Contrary
to students' perceptions, they do not learn less grammar and
more listening and speaking skills during simulations (there
were no measurable acquisition differences between the two
groups). 2) Students in both the debate and simulation groups
improved their critical thinking skills by a statistically
similar amount. Further research is planned to determine
differences in the type and amount of language used in the two
activities. See Wright, S. (1998). The Effect of Simulations on
Second Language Development. CAELL Journal 8(2), 3-10.
Published by ISTE.
Gaming Simulations
SimCity and Sim2000 from Electronic
Arts (follow the Maxis link) is a city - building program is
another simulation which has worked very well in Computer
Applications courses I have taught. Students learn to build
simulated cities and get hands-on experience meeting the
challenges presented in city administration: zoning, taxing,
budgeting, power, transportation, pollution, crime, land value,
etc. Students form "expert groups" after focusing on certain
sections of the User Guide and they teach their skills to other
groups. As a final project, pairs of students design and build
cities together. Before starting, each team completes a Planning
Objectives Form, in which they set goals and objectives for
their city, the standard by which they will be evaluated. While
building the city, students keep detailed records of their
decisions (and the results) on Decision
Logs. After approximately ten class periods, student then
prepare written and oral reports
(which are videotaped and reviewed with the teacher). Having
tracked their decisions, and with the graphs and charts of their
progress automatically tracked by the simulation, students can
write a final report which analyzes and synthesizes the data and
allows them to not only describe the city they have built, but to
draw conclusions about its growth, and evaluate what they would do
differently should they build the city again.
Business Simulations
Theme Park and Theme Hospital - Available only for DOS and
Windows 95 so I have not used it at my school. At the Electronic
Arts site, (follow the "Bullfrog" link - Note: you'll need
ShockWave Flash and RealVideo to view their page). These games are
multi-level, and at the advanced levels are full-blown business
simulations. Theme Park allows the player to set up a park,
placing rides, selling tickets, balancing accounts, even deciding
on the ingredients for the lemonade. Theme Hospital follows the
same idea, but the gamer is provided with a real world setting in
which to construct and operate a hospital. Consideration must be
given to every detail from buying furniture and equipment to
researching cures for various illnesses. The goal is to establish
a first rate medical facility that attracts the best staff and
lures and cures hordes of patients, thus making the hospital a
financial success. Cost for games = approx. $15/copy.
Capitalism and
Capitalism Plus - Enlight Software/Interactive Magic. I have
no experience with this CD ROM game, but it has received high
reviews as a realistic simulation as well as an addictive game. As
Chairman of the Board/CEO of a consumer goods company, you deal
with a simulated vertical market, from mining raw materials
through selling at a department store. Along the way, you can
invest in advertising, R&D, and training of your workforce. A
fully functioning stock market is also modeled. Capitalism is
available for Mac and Windows, Captitalism Plus for Windows 95
only. Capitalism - $29.95, Capitalism Plus - $39.95
A Sampling of References on Simulation and
Gaming
Black, M. C. (1995). Entrepreneurial English: Teaching business
English through simulation. English Teaching Forum, 33 (2), 2-9.
Bredemeier, M.E. and Greenblat, C.S. (1981). The educational
effectiveness of simulations and games: A synthesis of findings.
Simulations and Games. 12 (3).
Crookall, D., & Oxford, R. L. (Eds.). (1990). Simulation,
gaming, and language learning. New York: Newbury House.
Greenblat, C.S. (1975). Teaching with simulation games: A review
of claims and evidence. In Greenblat, C.S. and Duke, R.C (Eds.)
Gaming-Simulation: Rationale, Design, and Applications. New York:
Halsted.
Jones, Ken. (1982). Simulations in Language Teaching. Cambridge:
Cambridge University Press.
Jones, K. (1985). Designing your own simulations. London:
Methuen.
Jones, K. (1987). Simulations: A handbook for teachers and
trainers (2nd ed.). New York: Nichols Publishing.
Orbach, E. (1979). Simulation games and motivation for learning: A
theoretical framework. Simulation and Games. 10(1).
Oxford, R. (Ed.). (1990). Using and learning language through
simulation / gaming. Newbury Park, CA: Sage.
Oxford, R. and D. Crookall. (1990). Learning strategies: Making
language learning more effective through simulation/gaming. In
Crookall, D. and R. Oxford (Eds.) Simulation, Gaming and Language
Learning. New York: Newbury House.
Pierfy, D.A. (1977). Comparative simulation game research:
Stumbling blocks and stepping-stones. Simulation & Games. 8,
255-268.
Scarcella, R. & Crookall, D. (1990). Simulation/gaming and
language acquisition. In D. Crookall and R. Oxford (Eds.) Simulation,
gaming, and language learning (pp. 223-230). New York: Newbury
House.
Watson, D.R. & Sharrock, W.W. (1990). Realities in
simulation/gaming. In D. Crookall and R. Oxford (Eds.) Simulation,
gaming, and language learning (pp. 231-238). New York: Newbury
House.
Westerfield, K., R. Tomlin, and C. Kieffer. (1985). Business
Simulations in Language Teaching. Eric, ED 271 988.
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Updated: 9/30/99
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