Designing a Technology Integration Competency Framework for Mathematics Teachers Through Reflective Practice
A Design-Based Research Approach
Bibliographic Data
| ID | 22048639 |
|---|---|
| Authors | Nipa Jun-on (0000-0002-2908-7715, Lampang Rajabhat University), Chanankarn Suwanreang (Lampang Rajabhat University) |
| Year | 2026 |
| Volume | 16 |
| Issue | 2 |
| Pages | 284 |
| Publication date | 2026-02-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16020284 |
| OpenAlex | W7128496719 |
| Language | EN |
| References cited | 37 |
Although reflective practice is recognised as a driver of instructional change, technology-focused professional development—particularly one-shot tool workshops—often lacks systematic analysis of student evidence, prioritising technical skills over evidence-based reflection. This study aimed to empirically develop and refine a technology integration competency framework for mathematics teachers by investigating how structured reflective practice serves as a mechanism for longitudinal development. Adopting a design-based research (DBR) approach, the study was conducted over 18 months with 21 in-service mathematics teachers in northern Thailand through two iterative cycles of design, enactment, analysis, and redesign. The intervention utilised structured tools, including guided reflective journals, classroom video reflection, and reflective dialogue, enabling teachers to connect pedagogical intentions with evidence of student response. Thematic analysis indicated that the initial framework required reconfiguration into a dynamic model characterised by three structural shifts: the merger of technological knowledge and tool proficiency into a single fundamental technology competency; the reclassification of teacher confidence as a transversal element; and the central positioning of flexible learning design for blended orchestration. These thematic findings were validated through data triangulation of journals, video reflections, and interviews. The study contributes an empirically warranted framework with actionable implications for designing professional development that fosters sustained instructional improvement in mathematics
Educational technology · Instructional design · Knowledge integration · Professional development · Reflective Practice · Technology integration · Thematic analysis · Mathematics Education and Teaching Techniques · Reflective Practices in Education · Teacher Education and Leadership Studies
Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning
Exploring teachers’ pedagogical reasoning in mathematics education using the TPACK framework
Research on Technological Pedagogical and Content Knowledge
Enhancing Pre-Service Teachers’ Reflective Competence Through Structured Video Annotation
Video-Based Feedback for Collaborative Reflection among Mentors, University Tutors and Students
Design-Based Research in the Educational Field
Quality of Reflections on Teaching
Developing and Validating an AI-TPACK Assessment Framework
No Student Left Behind
Co-Adapting a Reflective Video-Based Professional Development in Informal STEM Education
Evaluating Reflective Writing in Pre-Service Teachers
Thoughts Are Free—Differences Between Unstructured and Structured Reflections of Teachers with Different Levels of Expertise
Preservice Teachers’ Reflection Processes When Collaboratively Reflecting on Videotaped Classroom Teaching
Technology-related knowledge, skills, and attitudes of pre- and in-service teachers
Educational design research
The Roles of Technology in Mathematics Education
Reflecting on reflexive thematic analysis
Using thematic analysis in psychology
Bridging Practices
| Citation velocity | historical |
|---|---|
| Highly cited | No |