Portraying Mathematics Pre-service Teachers’ Experience of Creating Video Lessons with Portable Interactive Whiteboards through the TPACK

ABSTRACT

This study investigates how pre-service teachers use their knowledge of technology, mathematics, and pedagogy to create video lessons using portable interactive whiteboards. The TPACK framework was used to identify the different types of knowledge pre-service teachers rely on as they create their videos. Results indicate pre-service teachers’ effective use of conveyance technology, pedagogical techniques, and mathematical representations using technology. Their videos portray their process of coordinating their TPACK. Recommendations are made for teacher educators to integrate technology in activities that aim to develop pre-service teachers’ comfort and confidence with technological tools for teaching and learning.

Acknowledgments

The authors would like to thank AERA for the opportunity to discuss a preliminary version of this manuscript. We also thank Joshua Fritsch for his comments on previous versions of this manuscript and the reviewers for their helpful comments and suggestions.

Disclosure statement

The authors declare that they have no conflict of interest.

Ethics approval

This research was approved by the Institutional Review Board for the protection of human subjects at The Pennsylvania State University.

Supplementary materials

Supplemental data for this article can be accessed on the publisher’s website.