Main Article Content
The study aimed to investigate the relationship and the predictive ability of the perceptions of
competencies EFL teachers held about their technological, pedagogical, and content knowledge (TPACK)
and their technology practices level. A convenient sample (N = 60) from private schools in Egypt was
approached. Two theories propelled current study, i.e. the TPACK framework posited by Mishra and
Koehler (2006) and the diffusion of innovation theory advanced by Rogers (2003). Correlation and
regression analyses were applied. A strong positive correlation ( r = .75, n 60, p < .001) was revealed.
Content knowledge (CK), TPACK (the domain), and the pedagogical, content knowledge (PCK)
manifested the greatest degree of association. TPACK (the domain) and CK made the main contributors to
explaining the dependent variable (technology adoption level). The findings are contributions to the
understanding of the factors that influence technology integration. The study can be a basis for any strategy
for a curriculum and/or professional development programme by targeting the main factors that influence
technology integration in instruction. The measurability of the TPACK may limit the findings.