ABSTRACT
This chapter identifies two significant recent developments in educational methods – simulation/gaming and distance learning – and examines their implications for teacher education. It is argued that these innovations must be demonstrated and used with teachers if they are ever to be used by teachers; teacher educators must practise what they preach. If innovations in method are perceived to threaten employment or conditions of service they are likely to be resisted.
Simulations, games and role play embrace a whole spectrum of participatory techniques, ranging widely from structured to open-ended student responses. Examples of ten such techniques are given from recent experience in the USA, the UK and Australia. Distance learning is an increasingly popular organizational arrangement with far-reaching implications for methodology in the structuring of learning experiences, use of print and audio-visual media, and course planning and evaluation. Examples are drawn from the Open University and from a distance learning educational technology course for teachers.
The speed of technological progress and the social changes it causes are together creating a major challenge for education at large as well as offering scope for new techniques. Recent developments in telecommunications and microelectronics may enhance the learning potential of simulation/gaming and distance learning, both separately and in combination. But they will also provide teacher education with its greatest challenge to date.
