Source: Journal of Digital Learning in Teacher Education, Volume 29, Issue 1, 2012, pages 14-22
This study describes the designing and implementation process of a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling.
The authors designed this strategy in order to help preservice teachers learn about teaching with technology—specifically, technological pedagogical content knowledge (TPACK).
Using qualitative research methods, the researchers investigated whether Live Dual Modeling was effective in helping preservice teachers develop TPACK in a technology integration course.
The findings showed that the preservice 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 preservice teachers' limitation in their overall knowledge base, practical experience, and ability to transfer learning to other contexts.