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.
 
 Keywords: Interactive whiteboard, mathematics teaching, TPACK, preservice teachers, educational technology.
Highlights
Interactive whiteboard (IWB) paired with the graphing utility software has changed the landscape of teaching and learning mathematics subjects for 21st-century learners
The results revealed that the TPACK framework reflects improvements in lesson planning and teaching demonstration skills of the preservice teachers
The TPACK framework can truly reflect important information in lesson planning and teaching demonstration skills of preservice teachers as they plan to teach with the IWB
Summary
Interactive whiteboard (IWB) paired with the graphing utility software has changed the landscape of teaching and learning mathematics subjects for 21st-century learners. With the development of the graphing utility software, in mathematics teaching, educators need to construct digitalised lesson planning to make a zippy explanation of the abstract concepts in mathematics in the real-world context (Walters, Green, Goldsby, Walters & Wang, 2016). Scaffolding through digital gameplay is enabled in accordance with students’ comprehension (Sun, Ruokamao, Siklander, Li & Devlin, 2021). These activities are best illustrated with an IWB and can even promote a collective learning experience in the form of a shared dynamic dialogic space (Kershner, Mercer, Warwick & Kleine Staarman, 2010).
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