Abstract
The focus of this research was on the role of ICTs in collaboration amongst teachers in five secondary mathematics departments. Data was collected through an online form, which was largely defined from a previously utilized social network survey for educators from North Western University, and analyzed through a social network analysis method. Results indicate that ICTs played a significant role, largely via email, in providing a communication medium to secondary mathematics teachers that allowed collaboration to take place during the COVID-19 affected school year. The identified networks of collaborative interactions exhibited patterns of subgroupings, high status connected individuals, and a higher frequency of certain types of collaborations. There is also evidence that teachers rarely go outside their school departments for collaborations. Results could also be interesting for post-COVID school years.