References
- Al-Qirim, N. (2011). Determinants of interactive white board success in teaching in higher education institutions. Computers & Education, 56(3), 827–838. doi:https://doi.org/10.1016/j.compedu.2010.10.024
- Archambault, L., & Crippen, K. (2009). Examining TPACK among K–12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71–88. https://citejournal.org/volume-9/issue-1-09/general/examining-tpack-among-k-12-online-distance-educators-in-the-united-states
- Bonafini, F. C., & Lee, Y. (2021). Investigating prospective teachers’ TPACK and their use of mathematical action technologies as they create screencast video lessons on iPads. Techtrends, 65(3), 1–319. doi:https://doi.org/10.1007/s11528-020-00578-1
- Cabus, S. J., Haelermans, C., & Franken, S. (2017). SMART in mathematics? Exploring the effects of inclass-level differentiation using SMARTboard on math proficiency. British Journal of Educational Technology, 48(1), 145–161. doi:https://doi.org/10.1111/bjet.12350
- Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating pre-service teachers’ development of technological, pedagogical, and content knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63–73. https://www.learntechlib.org/p/52307/
- Cochrane, T., Narayan, V., & Oldfield, J. (2011). iPadagogy: Appropriating the iPad within pedagogical contexts. Proceedings of the 10th World Conference on Mobile and Contextual Learning, 18-21 October 2011, Beijing, China: mLearn2011 (pp. 146–154). Beijing: Beijing Normal University. http://mlearn.bnu.edu.cn/source/Conference_Procedings.pdf
- Cresswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed method research (2nd ed. ed.). Thousand Oaks, CA: Sage Publications.
- Cutrim Schmid, E. (2011). Video-stimulated reflection as a professional development tool in interactive whiteboard research. ReCALL, 23(3), 252–270. doi:https://doi.org/10.1017/S0958344011000176
- De Vita, M., Verschaffel, L., & Elen, J. (2014). Interactive whiteboards in mathematics teaching: A literature review. Education Research International, 2014, 1–16. doi:https://doi.org/10.1155/2014/401315
- De Vita, M., Verschaffel, L., & Elen, J. (2018). Towards a better understanding of the potential of interactive whiteboards in stimulating mathematics learning. Learning Environments Research, 21(1), 81–107. doi:https://doi.org/10.1007/s10984-017-9241-1
- DeCuir-Gunby, J. T., Marshall, P. L., & McCulloch, A. W. (2011). Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field Methods, 23(2), 136–155. doi:https://doi.org/10.1177/1525822X10388468
- Dick, T., & Hollebrands, K. (2011). Focus on reasoning and sense making: Technology. Reston, VA: National Council of Teachers of Mathematics.
- Dostal, J. (2011). Reflections on the use of interactive whiteboards in instruction in international context. The New Educational Review, 25(3), 205–220. https://www.profweb.ca/system/cms/files/files/000/000/067/original/NewEducationalReview.pdf
- Fiorella, L., & Mayer, R. E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, 38(4), 281–288. doi:https://doi.org/10.1016/j.cedpsych.2013.06.001
- Golafshani, N. (2003). Understanding reliability and validity in qualitative research. Qualitative Report, 8(4), 597–606. doi:https://doi.org/10.46743/2160-3715/2003.1870
- Goodwin, K. (2012). Use of tablet technology in the classroom. New South Wales, Australia: State of New South Wales: NSW Department of Education and Communities.
- Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953–1960. doi:https://doi.org/10.1016/j.compedu.2011.04.010
- Graham, C. R., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning, 28(6), 530–546. doi:https://doi.org/10.1111/j.1365-2729.2011.00472.x
- Grandgenett, N. F. (2008). Perhaps a matter of imagination: TPCK in mathematics education. In AECT Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 145–165). New York, NY: Rutledge.
- Harlow, A., Cowie, B., & Heazlewood, M. (2010). Keeping in touch with learning: The use of an interactive whiteboard in the junior school. Technology, Pedagogy and Education, 19(2), 237–243. doi:https://doi.org/10.1080/1475939X.2010.491234
- Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a TPACK-based technology integration assessment rubric. In Society for Information Technology & Teacher Education International Conference (pp. 3833–3840). San Diego, CA: Association for the Advancement of computing in education (AACE). https://www.learntechlib.org/primary/p/33978/.
- Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: A critical review of the evidence for learning outcomes: Tablet use in schools: A critical review. Journal of Computer Assisted Learning, 32(2), 139–156. doi:https://doi.org/10.1111/jcal.12123
- Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology, 32(3), 213–225. doi:https://doi.org/10.1080/17439880701511040
- Ingram, N., Pratt, K., & Williamson-Leadley, S. (2018). Using show and tell apps to engage students in problem-solving in the mathematics classroom. In N. Calder, K. Larkin, & N. Sinclair (Eds.), Using mobile technologies in the teaching and learning of mathematics. Mathematics education in the digital era (vol 12, pp. 301-316). Cham, Switzerland: Springer. doi:https://doi.org/10.1007/978-3-319-90179-4_17
- Ingram, N., Williamson-Leadley, S., & Pratt, K. (2016). Showing and telling: Using tablet technology to engage students in mathematics. Mathematics Education Research Journal, 28(1), 123–147. doi:https://doi.org/10.1007/s13394-015-0162-y
- Karsenti, T. (2017). The interactive whiteboard: Uses, benefits, and challenges. A survey of 11,683 students and 1,131 teachers | Le tableau blanc interactif: Usages, avantages et défis. une enquête auprès de 11 683 élèves et 1131 enseignants. Canadian Journal of Learning and Technology, 42(5), 5. doi:https://doi.org/10.21432/T2WW4J
- Kearney, M., & Schuck, S. (2008). Exploring pedagogy with interactive whiteboards in Australian schools. Australian Educational Computing, 23(1), 8–13. http://acce.edu.au/sites/acce.edu.au/files/pj/journal/AEC%20Vol%2023%20No%201%202008%20Exploring%20pedagogy%20with%20interactive%20whi.pdf
- Khambari, M. N., Hassett, D., Thomas, M., & Wong, S. L. (2014). Interactive whiteboards in classrooms: Debates, issues, and impeding factors. In Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014, Nara, Japan, 957–962.
- Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152. doi:https://doi.org/10.2190/0ew7-01wb-bkhl-qdyv
- Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 101–111). New York, NY: Springer. doi:https://doi.org/10.1007/978-1-4614-3185-5_9
- Koh, J. H. L. (2019). Articulating teachers’ creation of technological pedagogical mathematical knowledge (TPMK) for supporting mathematical inquiry with authentic problems. International Journal of Science and Mathematics Education, 17(6), 1195–1212. doi:https://doi.org/10.1007/s10763-018-9914-y
- Lapan, S. D., Quartaroli, M. T., & Riemer, F. J. (2012). Qualitative research: An introduction to methods and designs. San Francisco, CA: Jossey-Bass.
- Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1–21. doi:https://doi.org/10.1007/s11251-008-9075-4
- Lefebvre, S. (2014). Intégration des technologies de l’information et de la communication: Types de connaissances abordées dans le discours d’enseignants en exercice et d’étudiants en formation initiale. Canadian Journal of Education/Revue Canadienne De L’éducation, 37(3), 1–28. https://www.jstor.org/stable/canajeducrevucan.37.3.07
- Lefebvre, S., Samson, G., Gareau, A., & Brouillette, N. (2017). TPACK in elementary and high school teachers’ self-reported classroom practices with the interactive whiteboard (IWB) | Connaissances abordées dans les pratiques déclarées d’enseignants du primaire et du secondaire qui exploitent le tableau numérique interactif (TNI) en classe. Canadian Journal of Learning and Technology, 42(5). doi:https://doi.org/10.21432/t2jk63
- Littleton, K. (2010). Research into teaching with whole-class interactive technologies: Emergent themes. Technology, Pedagogy and Education, 19(2), 285–292. doi:https://doi.org/10.1080/1475939x.2010.491240
- Mariz, C., Carter, M., & Stephenson, J. (2017). Do screen presentations via interactive whiteboards increase engagement in whole-group lessons for students with autism spectrum disorder? A pilot study. Journal of Special Education Technology, 32(3), 160–172. doi:https://doi.org/10.1177/0162643417712737
- Mayring, P. (2000). Qualitative content analysis. Forum: Qualitative Social Research, 1(2). https://www.qualitative-research.net/index.php/fqs/article/view/1089/2385
- Miller, D., Glover, D., & Averis, D. (2004). Motivation: The contribution of interactive whiteboards to teaching and learning in mathematics. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.133.1332&rep=rep1&type=pdf
- Minor, M., Losike-Sedimo, N., Reglin, G., & Royster, O. (2013). Teacher technology integration professional development model (SMART board), pre-algebra achievement, and smart board proficiency scores. SAGE Open, 3(2), 215824401348699. doi:https://doi.org/10.1177/2158244013486994
- Moon, M. D. (2019). Triangulation: A method to increase validity, reliability, and legitimation in clinical research. Journal of Emergency Nursing, 45(1), 103–105. doi:https://doi.org/10.1016/j.jen.2018.11.004
- National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for mathematics. Washington, D.C.: Authors. http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
- Ozgun-Koca, S. A. (2009). The views of pre-service teachers about the strengths and limitations of the use of graphing calculators in mathematics instruction. Journal of Technology and Teacher Education, 17, 203–227. https://www.learntechlib.org/primary/p/26268/
- Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. doi:https://doi.org/10.1007/s10488-013-0528-y
- Pardanjac, M. B., Karuovic, D., & Eleven, E. (2018). The interactive whiteboard and educational software as an addition to the teaching process. Tehnički Vjesnik, 25(1), 255–262. doi:https://doi.org/10.17559/TV-20160310173155
- Patton, M. (2015). Qualitative research and evaluation methods (4th ed.). Thousand Oaks, CA: Sage.
- Rittle-Johnson, B., & Siegler, R. S. (1998). The relationship between conceptual and procedural knowledge in learning mathematics: A review. In C. Donlan (Ed.), The development of mathematical skills (pp. 75–110). East Sussex, England: Psychology Press.
- Şad, S. N., & Özhan, U. (2012). Honeymoon with IWBs: A qualitative insight in primary students’ views on instruction with interactive whiteboard. Computers & Education, 59(4), 1184–1191. doi:https://doi.org/10.1016/j.compedu.2012.05.010
- Sahin, A., Top, N., & Delen, E. (2016). Teachers’ first-year experience with chromebook laptops and their attitudes towards technology integration. Technology, Knowledge and Learning, 21(3), 361–378. doi:https://doi.org/10.1007/s10758-016-9277-9
- Saltan, F., & Arslan, K. (2009). A new teacher tool, interactive white boards: A meta analysis. In I. Gibson, K. Weber, R. McFerrin, & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 2115–2120). Chesapeake, VA: AACE.
- Schipper, J. M., & Yocum, R. G. (2016). Interactive whiteboard technologies in high school: A comparison of their impact on the levels of measure that determine a return on investment. Journal of Educational Technology Systems, 44(4), 377–403. doi:https://doi.org/10.1177/0047239515615846
- Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for pre-service teachers. Journal of Research on Technology in Education, 42(2), 123–149. doi:https://doi.org/10.1080/15391523.2009.10782544
- Serin, H. (2015). The impact of IWB on learner achievement in mathematics classroom: A case study. International Journal of Social Sciences & Educational Studies, 1(4), 4. https://ijsses.tiu.edu.iq/wp-content/uploads/2020/02/vol-1-no-4-a-1.pdf
- So, H.-J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101–116. doi:https://doi.org/10.14742/ajet.1183
- Soto, M., & Ambrose, R. (2016). Screencasts: Formative assessment for mathematical thinking. Technology, Knowledge and Learning, 21(2), 277–283. doi:https://doi.org/10.1007/s10758-015-9272-6
- Star, J. R. (2005). Reconceptualizing Procedural Knowledge. Journal for Research in Mathematics Education, 36(5), 404–411. doi:https://doi.org/10.2307/30034943
- Suharwoto, G. (2006). Secondary mathematics pre-service teachers’ development of technology pedagogical content knowledge in subject-specific, technology-integrated teacher preparation program. Unpublished doctoral dissertation, Oregon State University, Corvallis.
- Swan, K., Schenker, J., & Kratcoski, A. (2008). The effects of the use of interactive whiteboards on student achievement. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 3290–3297). Chesapeake, VA: AACE.
- Tezer, M., & Deniz, A. K. (2009). The effect of using an interactive board in mathematics course on the learning of equation solving. 9th International Educational Technology Conference, (IETC2009), 500–506. Ankara, Turkey. https://files.eric.ed.gov/fulltext/EJ1146605.pdf
- Torff, B., & Tirotta, R. (2010). Interactive whiteboards produce small gains in elementary students’ self-reported motivation in mathematics. Computers & Education, 54(2), 379–383. doi:https://doi.org/10.1016/j.compedu.2009.08.019
- Türel, Y. K. (2011). An interactive whiteboard student survey: Development, validity and reliability. Computers & Education, 57(4), 2441–2450. doi:https://doi.org/10.1016/j.compedu.2011.07.005
- Valtonen, T., Leppänen, U., Hyypiä, M., Sointu, E., Smits, A., & Tondeur, J. (2020). Fresh perspectives on TPACK: Preservice teachers’ own appraisal of their challenging and confident TPACK areas. Education and Information Technologies, 25(4), 2823–2842. doi:https://doi.org/10.1007/s10639-019-10092-4
- Warwick, P., & Kershner, R. (2008). Primary teachers’ understanding of the interactive whiteboard as a tool for children’s collaborative learning and knowledge-building. Learning, Media and Technology, 33(4), 269–287. doi:https://doi.org/10.1080/17439880802496935
- Yalman, M., & Basaran, B. (2021). Examining PRESERVICE teachers’ use of SMARTBOARD and pc tablets in lessons. Education and Information Technologies, 26(2), 1435–1453. doi:https://doi.org/10.1007/s10639-020-10292-3
- Zbiek, R. M. (2002). A two-tiered category perspective to describe purposes of mathematics technology use. Paper presented at Research Presession of the American Educational Research Association/Special Interest Group on Research on Mathematics Education and Research Advisory Council at the National Council of Teachers of Mathematics 80th Annual Meeting, Philadelphia, PA.
- Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. In B. M. Wildemuth (Ed.), Applications of social research methods to questions in information and library science (pp. 308–319). Westport, Ct: Libraries Unlimited.