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Using the IWB in an early years mathematics classroom: an application of the TPACK framework


Muir, T and Callingham, R and Beswick, K, Using the IWB in an early years mathematics classroom: an application of the TPACK framework, Journal of Digital Learning in Teacher Education, 32, (2) pp. 63-72. ISSN 2153-2974 (2016) [Refereed Article]

Copyright Statement

2016 ISTE

DOI: doi:10.1080/21532974.2016.1138913


This article presents a case study of one particular lesson in which a teacher uses the features of an interactive whiteboard (IWB) to teach mental computation strategies to a Grade 1 class. The framework of Technological Pedagogical Content Knowledge (TPACK) is used to evaluate the teacher's use of the IWB to teach mathematical concepts to young children. The findings demonstrate that the TPACK framework can be useful in considering the mathematics knowledge required for teaching in the early years and helpful for describing teaching practices that incorporate technology. The study has implications for teachers and teacher educators who may use the framework to understand teaching approaches using technology with the aim of enhancing early years' classroom practice.

Item Details

Item Type:Refereed Article
Keywords:interactive whilteboard, TPACK, mathematics
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Muir, T (Associate Professor Tracey Muir)
UTAS Author:Callingham, R (Associate Professor Rosemary Callingham)
UTAS Author:Beswick, K (Professor Kim Beswick)
ID Code:107774
Year Published:2016
Deposited By:Education
Deposited On:2016-03-23
Last Modified:2018-04-05
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