Author(s)

Yuge Bai

Corresponding Author

Yuge Bai

Abstract

Based on the distributed cognitive theory (Distributed Cognitive Theory, DCT), this paper discusses the challenges of educational technology integration and the path of teacher professional development. The study found that technology integration is not only the application of tools, but also the dynamic distribution of cognitive processes among teachers, students and technology tools, which needs to be realized through collaboration and environmental interaction. However, its effective implementation faces multiple challenges, including cognitive load, inadequate teacher preparation, resource inequality, and teaching method transformation. The study proposes that distributed cognitive theory provides a theoretical framework for technology integration, emphasizing technology as a cognitive intermediary that can promote collaborative knowledge construction (e. g., digital platform support group problem solving). At the same time, teachers need to redesign the classroom to integrate technology into social interactions (such as online communities to promote teacher-student collaboration). In teacher professional development, collaborative learning communities should be established, contextualized training, and technology to support reflective practice. Moreover, policy and resource support (such as infrastructure, technology mentors) is critical for systemic change. This paper provides a theoretical and practical bridge for the integration of educational technology, emphasizing that teacher development should be guided by DCT, and build an educational ecosystem that supports distributed cognition through collaborative, continuous contextualized learning and technology-enabling reflection.

Keywords

Distributed cognitive theory; technology integration, teacher professional development, cognitive load, collaborative learning