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This research aims to develop science teachers teaching in innovative educational institutions in Thailand, with a total of 68 participants, to have integrated skills in content and technology management and to increase their awareness of technology integration in the classroom. The development approach used the concept of Technological Pedagogical Content Knowledge (TPACK) combined with online blended learning, focusing on knowledge development, practical training, and application over a period of approximately three months. The data were analyzed using descriptive statistics, cross-tabulation analysis, and content analysis. The main findings of the research are as follows: 1) The trained teachers showed improvement in various aspects ranging from 17.201% to 22.727%, with the highest development observed in TPK, followed by PCK and PK. The area with the least improvement was TK. In addition, it was found that the integration of technology in instructional design by teachers tended to increase by two levels. The most commonly used technology was for learning management, followed by communication, knowledge testing, instructional media creation, and the use of educational games, and 2) the majority of teachers demonstrated an increasing awareness of integrating content management with technology in their teaching practices. They actively sought out new technological networks to support their instructional design activities. They planned their work to improve instruction through more effective use of technology. They sought additional ways to increase their knowledge and expertise in using technology in the classroom, and they expressed significant concerns about their current use of technology and its declining impact.
Damrongpanit et al. (Wed,) studied this question.