This article seeks to define simulation'' and games'' and finds that in the area of teacher education, instructional activities would be conducted in games while behavioral problems in the classroom deserve simulations. Five of the most common justifications for using situation gaming in teacher education are identified. (JA)

In contrast to their instructional use, games may also be used for operational purposes. TAG deals with the process of task anslysis which is an important preliminary activity in instructional development. The game is designed for use by teams of instructional developers. (Author/JA)

This article argues that in most educational games the act of winning proves little. A debriefing session is therefore proposed, during which students can have feedback, the opportunity for application exercises, and linkage of the game to the course of instruction. (JA)

This is a description of an introductory graduate course on the selection and use of audiovisual materials which was presented as a semester-long simulation game with a primary objective of switching the responsibility for learning from the teacher to the student. (JA)

The social influence School Game'' seeks to engage teachers or prospective teachers in the process of advocating procedures in their real or anticipated schools. The primary technique employed is counterattitudinal roleplaying.'' (Author/JA)

This article describes a program for developing pre- and in-service teachers abilities to anticipate or predict educationally relevant responses of handicapped children through the use of anticipation games which provide simulation of teacher-pupil interactions in classroom situations. (JA)