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An Online Community of Practice for Teacher Professional Development on Technology Integration as Cognitive Tools in Mathematics Teaching

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Title: An Online Community of Practice for Teacher Professional Development on Technology Integration as Cognitive Tools in Mathematics Teaching
Language: English
Authors: Dicle Çolpan Güngördü (ORCID 0000-0002-9773-3758), Zahide Yildirim (ORCID 0000-0001-9095-2977)
Source: Education and Information Technologies. 2025 30(9):12213-12247.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 35
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Mathematics Instruction, Teaching Methods, Communities of Practice, Elementary School Teachers, Technology Integration, Faculty Development, Student Centered Learning, Mathematics Teachers, Online Courses, Teacher Attitudes, Lesson Plans, Check Lists, Constructivism (Learning), Interaction Process Analysis, Computer Mediated Communication, Pedagogical Content Knowledge, Technological Literacy
DOI: 10.1007/s10639-024-13262-1
ISSN: 1360-2357
1573-7608
Abstract: Online communities of practice (online CoP) have emerged as a viable method for teacher professional development regarding the emphasis on teacher networks for effective professional development and the elimination of some restrictions with online learning. Moreover, most technology integration studies examine teacher-centered technology integration which is the practice of learning-from-medium. On the other hand, there are limited research studies that investigate teachers' professional development process on student-centered technology integration through CoP, and the role of student-centered technology integration in the classroom from the perspectives of teachers. Therefore, this exploratory single case study aimed to investigate the effects of online CoP for teacher professional development program about integrating technology as cognitive tools on elementary mathematics teachers' student-centered technology integration mathematics teaching, and opinions of the teachers' about CoP program. In this study, 24 math teachers took part. The qualitative data sources of the study, online discussion logs, lesson plans, and interviews, were analyzed through the Interaction Analysis Model, a Constructivist Learning Environments Checklist developed by authors, and thematic analysis, respectively. The results showed the indicators of the constructivist learning environments in the lesson plans the teachers prepared and knowledge construction throughout the online interactions. The findings also highlighted the teachers' experiences in an online CoP as they learned how to implement cognitive tools in their practices. Based on the findings several recommendations were provided for designing teacher professional development programs and creating and implementing lesson plans that incorporate cognitive tools.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475357
Database: ERIC
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  Data: An Online Community of Practice for Teacher Professional Development on Technology Integration as Cognitive Tools in Mathematics Teaching
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  Data: <searchLink fieldCode="AR" term="%22Dicle+Çolpan+Güngördü%22">Dicle Çolpan Güngördü</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9773-3758">0000-0002-9773-3758</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zahide+Yildirim%22">Zahide Yildirim</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9095-2977">0000-0001-9095-2977</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s10639-024-13262-1
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  Data: Online communities of practice (online CoP) have emerged as a viable method for teacher professional development regarding the emphasis on teacher networks for effective professional development and the elimination of some restrictions with online learning. Moreover, most technology integration studies examine teacher-centered technology integration which is the practice of learning-from-medium. On the other hand, there are limited research studies that investigate teachers' professional development process on student-centered technology integration through CoP, and the role of student-centered technology integration in the classroom from the perspectives of teachers. Therefore, this exploratory single case study aimed to investigate the effects of online CoP for teacher professional development program about integrating technology as cognitive tools on elementary mathematics teachers' student-centered technology integration mathematics teaching, and opinions of the teachers' about CoP program. In this study, 24 math teachers took part. The qualitative data sources of the study, online discussion logs, lesson plans, and interviews, were analyzed through the Interaction Analysis Model, a Constructivist Learning Environments Checklist developed by authors, and thematic analysis, respectively. The results showed the indicators of the constructivist learning environments in the lesson plans the teachers prepared and knowledge construction throughout the online interactions. The findings also highlighted the teachers' experiences in an online CoP as they learned how to implement cognitive tools in their practices. Based on the findings several recommendations were provided for designing teacher professional development programs and creating and implementing lesson plans that incorporate cognitive tools.
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      – SubjectFull: Mathematics Instruction
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