Assignment 2 - Technologies for Learning
Jenny Ferguson
fergie13@vt.edu
7/14/2011

2-2. Think about how you might use a game, simulation, or simulation game in your teaching or training. What would the content and/or objectives be? Would you use a game, simulation, or simulation game and why? How would you incorporate at least three of the following features of a technology for learning:

• Active participation/interaction
• Practice
• Individual differences
• Reinforcement/feedback
• Realistic content
• Cooperative groups/social interaction

In past years, I have used a simulation game called Energyville that is produced by Chevron. The link to the site is http://willyoujoinus.com/energyville/. I teach 6^th grade Science and one of our units pertains to different types of energy and their uses. We also talk about renewable and nonrenewable energy sources, which sources are best for the environment, and energy conservation. The objective is: Using the Energyville website and a computer, the student will be able to compare the benefits of renewable and nonrenewable energy resources. To play the simulation game, we go to the computer lab where each student has a computer. Sometimes I will pair students up to play the game depending on the class, but they typically work alone. Each student must go to the website and go through the tutorial on how to play the simulation game. The game sets up a simulated city and each city has its own set of problems, such as pollution or overpopulation. The students must place energy sources that will be beneficial around the city. The idea is to create the cleanest, most energy efficient city. But, the game also has stipulations such as very hilly land that prevents windmills from being a good source of energy. The students must be aware of these concepts and make their decisions accordingly. When each student has worked through the simulation game one time, we come together as a class and discuss what worked, what did not work, and why. The simulation game involves the students active participation as each one is trying to create the most energy efficient city. They are practicing what was already learned in the classroom by using their gained knowledge to help them build their city. The content is very realistic, as the city is in 3-D and it shows people walking, live weather events, and transportation moving throughout. The students interact with one another afterwards by sharing what happened in their city and what could have been done differently. The game also provides immediate feedback by telling the student if something goes wrong or if they made a bad decision.