Benefits and Challenges of Using Live Modeling to Help Preservice Teachers Transfer Technology Integration Principles

Abstract

One method underutilized in training teachers to use technology is to use live modeling sessions. This study qualitatively investigates how the use of modeling sessions impacted students. In this study we found that modeling was perceived by most students to be effective at teaching technology skills and ideas for integrating technology as teachers. However, we identified several breakdowns in the ability of students to transfer their understanding of technology integration to their own situations. We explain this difficulty of transfer of learning and describe five situations when these breakdowns were likely to occur. Implications include the benefits of using live modeling if adapted to address students’ unique needs, as well as future research into the impact of contextual differences on the transfer of students’ learning.

Additional information

Notes on contributors

Richard E. West

Richard E. West is a doctoral student in the Educational Psychology and Instructional Technology department at the University of Georgia. His interests include evaluation of social academic settings, teacher development, and adult learning in social contexts. E-mail: [email protected]; Web site: http://www.the-wests.net/rick/

Charles R. Graham

Charles R. Graham is an assistant professor in the Instructional Psychology and Technology department at Brigham Young University. His interests include collaborative learning in blended environments and the integration of technology into teaching. E-Mail: [email protected]