CLASSROOM PROCESSES AND GEOGRAPHY SIMULATIONS

Longitudinal in-depth case studies of IT use in geography classrooms w ere undertaken as part of the ImpacT project, a recently completed eva luation of the impact of IT on children's achievements in primary and secondary schools in the UK. The specific aim was to vet as close as p ossible to the classroom processes, that is how teachers and pupils ac tually used IT in their geography classes. Ethnographic methods of obs ervation, formal and informal interviewing. and examination of documen ts, were used to focus the research on key issues and themes that emer ged during the study. One theme, the notion of increased levels of int erest and enjoyment in the geographical learning during the use of sim ulations, is explored in this paper. Indicators such as the increased level of noise, the extended amount of focussed talk on task, the amou nt of interest and enjoyment displayed, are discussed. The research an alysis suggests that the level of empathy that emerged and in particul ar the challenge provided by the process appeared to result in the pup ils exploring issues at greater depth It is suggested that these simul ations provided a context for a functional learning environment that c apitalised on the role of simulations to both stimulate enquiry and di scourse. It is also noted that such positive process outcomes were clo sely related to the teachers who set up the environment, and that on t he whole such teachers are still in the minority.