{"id":9177,"date":"2024-02-10T17:13:47","date_gmt":"2024-02-10T22:13:47","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=9177"},"modified":"2024-02-10T17:13:47","modified_gmt":"2024-02-10T22:13:47","slug":"9177","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/9177","title":{"rendered":""},"content":{"rendered":"\n<p>Lu, L., &amp; Lei, J. (2012). Using live dual modeling to help preservice teachers develop TPACK. <em>Journal of Digital Learning in Teacher Education<\/em>, <em>29<\/em>(1), 14-22. <a href=\"https:\/\/doi.org\/10.1080\/21532974.2012.10784699\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/21532974.2012.10784699<\/a><\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p>\u201cTo help preservice teachers learn about teaching with technology \u2013 specifically, technological pedagogical content knowledge (TPACK) \u2013 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 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\u2019 limitation in their overall knowledge base, practical experience, and ability to transfer learning to other contexts.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Lu, L., &amp; Lei, J. (2012). Using live dual modeling to help preservice teachers develop TPACK. Journal of Digital Learning in Teacher Education, 29(1), 14-22. https:\/\/doi.org\/10.1080\/21532974.2012.10784699 Abstract: \u201cTo help preservice teachers learn about teaching with technology \u2013 specifically, technological pedagogical content knowledge (TPACK) \u2013 the researchers designed and implemented a&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/9177\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,14],"tags":[513,1645],"coauthors":[],"class_list":["post-9177","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-preservice-teachers","tag-live-dual-modeling","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/9177","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=9177"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/9177\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=9177"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=9177"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=9177"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=9177"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}