simSchool: A Pilot Study of Perceptions of Differentiated Instruction
Abstract: In the high stakes testing environments of Pre-K-12 environments, the opportunities for pre-service teachers to participate in field experiences to hone professional skills like differentiation of instruction are narrowing. Schools of Education seeking to prepare teacher candidates for service in diverse learning communities are seeking alternative means of securing these experiences. Using a mixed methods framework, this study examined the perceptions of study participants with respect to use of simSchool and differentiated instruction, as well as the use of personality inventories to establish learning preferences in support of differentiation. A paired t-test was used to determine the relationship between student responses on pre- and post-surveys. The p value was 0.0055, thus showing significance at an alpha of 0.01. This study addresses the efficacy of simSchool, a virtual learning environment, in preparing prospective teachers for success in teaching diverse learners using differentiated instruction.