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Abstract Abstract：The development of information and communication technology (ICT) has accelerated the integration of ICT with instruction. Drawing on the concept of mediation from sociocultural theory, this paper examines how eight college English teachers develop their technological pedagogical content knowledge (TPACK). This multiple-case study collected data through teacher diaries, interviews and other documents about the online teaching. The data analysis revealed that the participants adopted three interactive sub-activity-systems, namely online teaching activity system, social resource utilization activity system and self-directed activity system under a complex macro activity system, to dynamically develop their TPACK. The development of their TPACK was mediated by multiple mediational means in each sub-activity-system. These findings have theoretical and pedagogical implications for Chinese college English teachers’ professional development and further integration of ICT with foreign language instruction.
Key words: college English teachers; TPACK development; mediation; activity system
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