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In this study, it is aimed to developing an online professional development practice to support teachers’ use of ICT. The study was conducted as an action research. Within the scope of action research, the data collection/analysis process, the situation and problems have been identified and the action/implementation plan has been developed. Within the scope of the action/implementation plan, the process of structuring the professional development programme and the development of the online learning environment was carried out. The study group consists of teachers with different ICT usage competency levels, professional experiences and branches. The data were collected through different data collection tools, which were personal information form, semi-structured interview forms and valid and reliable scales. As a result of the study, it was determined that the online professional development practice contributed positively to teachers’ use of ICT and the use of meta cognitive learning strategies. In this context, an online professional development model has been proposed that can support the use of ICT in the teaching–learning process in the context of developing ICT knowledge and skills, using meta cognitive learning strategies, and awareness of new technologies. Keywords: Online learning, ICT, professional development, metacognition, technology use.
Çelen et al. (Thu,) studied this question.
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