Abstract In response to global demands for digitally competent citizens, it is crucial to examine how science teachers integrate technology into their teaching practices through technological pedagogical and content knowledge (TPACK). This study employs the TPACK-Practical (TPACK-P) framework, which emphasizes assessing teachers’ proficiency in authentic classroom settings, to investigate two complementary aspects: (1) evaluate the proficiency of in-service science teachers with respect to assessment, planning, design, and enactment dimensions, and (2) explore the interactions among the five TPACK-P components. A multiple case study of four in-service science teachers teaching force and energy topics was conducted utilizing classroom observations and semi-structured interviews. Findings revealed varying proficiency levels across the dimensions, from lack of use to infusive application. Furthermore, five key assertions emerged: (i) central role of assessment in shaping practices, (ii) the uniqueness of each teacher’s TPACK-P map, (iii) predominance of assessment-focused integration, (iv) underuse of ICT for subject content delivery, and (v) dynamic nature of TPACK-P. This study highlights both the complexity and need for context-sensitive support of ICT integration in science education.
Uçar et al. (Sat,) studied this question.