Summary of a Journal Related to TPACK #10

Using Live Dual Modeling to Help Pre-service Teachers Develop TPACK

Liangyue Lu, Jing Lei (Syracuse University)

2012

To help pre-service teachers learn about teaching with technology, technological pedagogical content knowledge (TPACK), the researchers designed and implemented a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling in this study. Using qualitative research methods, the researchers investigated whether Live Dual Modeling was effective in helping pre-service teachers develop TPACK in a technology integration course. The findings showed that the pre-service teachers demonstrated the initial ability to transfer what they learned in the modeling to classroom teaching. When Live Dual Modeling is used, attention should be paid to the conditions that influence the effectiveness of the strategy due to the pre-service teachers’ limitation in their overall knowledge base, practical experience, and ability to transfer learning to other contexts.