Introducing IWB to Preservice Mathematics Teachers: An Evaluation Using the TPACK Framework

Autor/inn/en	Gonzales, Gamaliel G.; Gonzales, Roselyn R.
Titel	Introducing IWB to Preservice Mathematics Teachers: An Evaluation Using the TPACK Framework
Quelle	In: Cypriot Journal of Educational Sciences, 16 (2021) 2, S.436-450 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gonzales, Gamaliel G.) ORCID (Gonzales, Roselyn R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Educational Equipment; Educational Technology; Technology Integration; Technological Literacy; Pedagogical Content Knowledge; Demonstrations (Educational); Secondary School Mathematics; Material Development; Lesson Plans; Courseware; Geometry; Skill Development; Teacher Competencies; Foreign Countries; Philippines + Suchen Sie Ihr Suchwort? Ausrüstung; Unterrichtsmedien; Technisches Wissen; Pädagogische Kompetenz; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Lehrmaterialentwicklung; Lesson planning; Unterrichtsplanung; Lernsoftware; Geometrie; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrkunst; Ausland; Philippinen
Abstract	The study used the intervention mixed methods design to evaluate the technological, pedagogical and content knowledge (TPACK) of mathematics preservice teachers while doing their lesson planning and teaching with interactive whiteboards (IWBs). The method has the following parts: (1) qualitative data collection to establish the priority competencies for the intervention, (2) conducting a single-subject experimental design to equip the preservice teachers with technology-enhanced lessons and (3) final qualitative data collection on experiences in planning and teaching with IWBs. The results revealed that the TPACK framework reflects improvements in lesson planning and teaching demonstration skills of the preservice teachers. While the preservice teachers quickly responded to digitise their lesson activities, the formulation of lesson objectives is left behind. Thus, in lesson planning and teaching with IWBs, the pedagogical skills must align with the technological skills they expect to employ. Although the Philippine basic education is not fully implementing IWB technologies in the classroom, policymakers may want this technology to become part of the system. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: http://www.cjes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01