The effect of an in-service technological pedagogical and content knowledge training on developing technology integration skills of EFL teachers

TPACK has provided researchers with a framework for effective technology integration. Previous studies have mostly explored TPACK in pre-service teacher education but to date no known empirical research examined the role of TPACK in a professional development program on English language teaching. This study aims to fill this gap by exploring the impact a TPACK in-service training program on developing technology integration skills of English language teachers. Twenty teachers participated in this quasi-experimental research and data collected from multiple sources including surveys, interviews, lesson plans and in-class observations. Findings indicated the positive impact of TPACK in-service training program on developing the technology integration skills of English language teachers from the aspects of web tool selection, frequency of technology use in their instruction and increased motivation for using technology. The research enriches the TPACK literature by uncovering the role of contextual knowledge in technology integration. It provides pedagogical implications in designing professional development programs and integrating technology into English language instruction.