Cyberspace: Simulating the
Security Council Through
Lynn M. Kuzma
Studies have shown that as students become engaged with materials—either as actors, producers, or teachers—they retain information at higher rates.1 In addition, they increase their ability to think clearly and critically and enhance their problem-solving skills.2 Ultimately, students learn better when they are active in a process, whether that process comes in the form of a sophisticated multimedia package or a classroom debate on current events.3 Knowing this, many educators are questioning the utility of the “instructional model,” in which teaching is telling and learning is memorizing. This educational approach instills passivity and unquestioning acceptance and establishes an authoritative didactic between teachers and students.
Instead, many educators are adopting teaching strategies that build on a “learning model” that envisions students and teachers working together in active learning environments.4 Earlier chapters in this book explored two well-established active learning approaches—cases and simulations. Contributors conveyed the educational benefits of the methods of those approaches and assessed their results. The virtues of new educational innovations that incorporate technology into the classroom setting, however, are still under scrutiny.
“Techno-optimists” claim that technology is changing the “what” of learning by “introducing new concepts, techniques, and tools for understanding and also making the world.”5 Technology affects the way we design and create expression, allowing new ways to visual-