Abstract

Although the outbreak of COVID-19 necessitated greater emphasis on digital education systems in Lebanon, public schools encountered barriers to implementing such improvements, chief among which involved English language teachers' lesser level of technology implementation (LoTI) capability in addition to their lower level of technological, pedagogical, and content knowledge (TPACK). Sixty students and four teachers were involved in this study. The teachers were asked to complete a survey and the data collected were analyzed quantitatively to investigate the relationship between the teacher respondents' level of understanding of information communication technology (ICT) implementation and the TPACK construct. To obtain additional information on the teachers' ICT competency, each was interviewed at the onset of the academic year using Newhouse's model (2002). To examine the relationship between students' performance and teachers' LoTI, IBM SPSS Statistics (Version 25) was used to analyze the interview data in addition to the results obtained from the experimental and control groups of the pre-and post-tests. These results revealed a constructive association between instructors' ability to combine their content knowledge with their best pedagogical practices and technology knowledge to leverage students' writing competency. This research explored this relationship in a novel approach that may be utilized by AlRafid school to provide a basis for further studies in various academic contexts at other public schools in Lebanon regarding teachers' technology use and understanding and its impact on student achievement.