Digitala körsimulatorer i yrkesutbildning: Utmaningar och möjligheter
[Digital driving simulators in vocational education: Challenges and opportunities]
This article discusses the didactical challenges and opportunities of driving simulator supported teaching and learning, mediated through digital technology in vocational educational and training through the example of driving simulators. We highlight relevant research on simulator-supported teaching and the need for practice-based, empirically driven research. The study is part of a larger project that focuses on the implementation of simulator environments in three secondary schools in the natural resource programme. The data consists of three action research projects in two of these schools where vocational teachers, together with researchers, plan and implement teaching with driving simulators as a new technology in their practice. The article is an example of how action research can contribute to critical evaluation and development of teachers’ professional work during the implementation of new technology. Results from these projects are analysed using the TPACK framework. The vocational teacher has a central position to ‘master’ the digital tool. Issues about fidelity, transfer and progression are discussed in terms of concepts that are challenged when new technology is introduced. Here, the vocational teachers professional and content knowledge as well as the teacher’s didactic and technical competence are central for the development of new strategies when the conditions for teaching change fundamentally.
Aarkrog, V. (2011). A taxonomy for teaching transfer skills in the Danish VET system. Nordic Journal of Vocational Education and Training, 1(1), 1-13.
Angeli, C. & Valanides N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in Technological Pedagogical Content Knowledge (TPCK). Computers & Education, 52, 154-168.
Akkerman, S. & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81, 132-169.
Berner, B. (2010). Crossing boundaries and maintaining difference between school and industry: Forms of boundary-work in Swedish vocational education. Journal of Education and Work, 23(1), 27-42.
Cox, S. & Graham, C.R. (2009). Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60-69.
Cox, D.J., Brown, T., Ross, V., Moncrief, M., Schmitt, R., Gaffney, G. & Reeve, R. (2017). Can youth with autism spectrum disorder use virtual reality driving simulation training to evaluate and improve driving performance? An exploratory study. Journal of Autism and Developmental Disorders, 47(8), 2544-2555.
de Winter, J.C.F., van Leeuwen, P.M. & Happee, R. (2012). Advantages and disadvantages of driving simulators: A discussion. Proceedings of Measuring Behavior 2012 (Utrecht, the Netherlands, August 28-31, 2012).
Dahlstrom, N., Dekker, S., Van Winsen, R. & Nyce, J. (2009). Fidelity and validity of simulator training. Theoretical Issues in Ergonomics Science, 10(4), 305-314.
Doering, A., Veletsianos, G., Scharber, C. & Miller, C. (2009). Using the Technological, Pedagogical, and Content Knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41, 319-346.
Fu-Hsing, T., Charles K., Kuo-Hsun H., Cheng-Ling A. C. & I-Ying H. (2013). The importance and use of targeted content knowledge with scaffolding aid in educational simulation games. Interactive Learning Environments, 21(2), 116-128.
Gieryn, T. (1983). Boundary-work and the demarcation of science from non-science: Strains and interests in professional ideologies of scientists. American Sociological Review, 48(6), 781-795.
Graham, C.R., Borup, J. & Smith, N.B. (2012). Using TPACK as a framework to understand teacher candidates' technology integration decisions. Journal of Computer Assisted Learning, 28(6), 530-546.
Hardy, I., Rönnerman, K., Edwards-Groves, C., Fumasoli, T., Stensaker, B. & Vukasovic, M. (2018). Transforming professional learning: Educational action research in practice. European Educational Research Journal, 17(3), 421-441.
Herring, M.C., Koehler, M.J. & Mishra, P. (Red.) (2008). Handbook of Technological Pedagogical Content Knowledge (TPCK) for educators. New York: Routledge.
Hirsch, P., Bellavance, F., Tahari, S. & Faubert, J. (2015). Towards the validation of a driving simulator-based hazard response test for novice drivers. Proceedings of the Eighth International Driving Symposium on Human Factors in Driver Assessment, Training, and Vehicle design. (Salt Lake City, Utah, USA, June 22-26, 2015).
Llewellyn, S. (1998). Boundary work: Costing and caring in the social services. Accounting, Organizations and Society, 23(1), 23-47.
Korteling, H., Helsdingen, A. & Sluimer, R. (2017). An empirical evaluation of transfer-of-training of two flight simulation games. Simulation & Gaming, 48(1), 8-35.
Koehler, M.J. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education (CITE), 9(1), 60-70.
Niess, M.L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299-317.
Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017-1054.
Palak, D. & Walls, R.T. (2014). Teachers' beliefs and technology practices: A mixed-methods approach. Journal of Research on Technology in Education, 41(4), 417-441.
Petzold, T., Weiss, T., Krems, J.F. & Bannert, M. (2013). The development of a cognitive skills training to support driver education: Comparing performance of experienced and trained learner drivers. Proceedings of the Seventh International Driving Symposium on Human Factors in Driver Assessment, Training, and Vehicle design. (Bolton Landing, New York, June 16, 2013)
Reimer, B., Fried, R., Mehler, B., Joshi, G., Bolfek, A., Godfrey, K., Zaho, N., Goldin R. & Biederman, J. (2013). Brief report: Examining driving behavior in young adults with high functioning autism spectrum disorders: A pilot study. Journal of Autism Developmental Disorders, 43, 2211-2217.
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Education Review 57, 1-21.
Tuomi-Gröhn, T. & Engeström, Y. (Red.) (2003). Between school and work: New perspectives on transfer and boundary-crossing. Boston: Pergamon.
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J. & van Braak, J. (2013). Using theoretical perspectives in developing and understanding of TPACK. Journal of Computer Assisted Learning, 29, 109-121.
Copyright (c) 2020 Susanne Gustavsson, Giulia Messina Dahlberg, Ingrid Berglund
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
NJVET is an open access journal, this means anyone can access, freely download and read the journal. There are no commercial interests for Linköping University Electronic Press or the Nordic network for vocational education and training (NordYrk) in publishing the journal. From 2021 NJVET publishes all articles under the Creative Commons License CC-BY 4.0.
The core idea of open access is that copyright remains with the authors. However, we publish with the agreement of the authors that if they decide later to publish the articles elsewhere, the publisher will be notified, prior to any acceptance, that the article has already been published by NJVET.
When publishing with NJVET, it is with the agreement of the authors that if they make their articles available elsewhere on the internet (for example, on their own websites or institutional websites), that they will do so by making links to the articles as published in NJVET using the Digital Object Identifier (DOI) numbers of the articles and acknowledge in the text of the sites that the articles have been previously published in NJVET.