7:25 - 8:15 With an understanding of the model, discuss these two opposing statements about simulations from Geisert and Futrell.

• "Inexpensive - learning in the real world is expensive, simulations are not. In addition, one simulation program can provide a lot of interaction, thus giving you a bigger bang for the buck" (p. 131).
• "Reality is More - you must point out carefully the similarities and differences between the model and the realities of the real-world processes represented" (p. 132)

Geisert, P. G., & Futrell, M. K. (2000). Teachers, computers, and curriculum: Microcomputers in the classroom (3rd ed.). Needham Heights, MA: Allyn and Bacon.

Further tasks: Check the remainder of the agenda for the evening.

7:25 - 8:15 With an understanding of the model, discuss these two conflicting statements about simulations from Geisert and Futrell.

• "Better Transfer - simulations can provide learning that transfers to other situations. For example, pilots are trained on simulators in order to save the costs of having them fly in a real airplane" (p. 131).
• "Objectives Mismatch - you may have difficulty determining what is actually being taught and cannot rely on purported objectives in advertisements" (p. 132).

Further tasks: Check the remainder of the agenda for the evening.

7:25 - 8:15 With an understanding of the model, discuss these two opposing statements about simulations from Geisert and Futrell..

• "Encourage Socialization and Collaboration - most simulations are designed for group decision-making. some invite intense interaction among students" (p. 131).
• "Competitive Focus - the game aspect of some simulations can foster competition that overrides the learning purposes of the activities" (p. 132).

Further tasks: Check the remainder of the agenda for the evening.