<p class="0abstract">In Indonesia, educational technology courses have been offered in teacher preparation programs to equip students with theoretical knowledge and practical skill of utilizing technology in skill-based language teaching. Despite this, empirical studies focused on online training for EFL teacher candidates on using digital tools appropriately for pedagogical purposes and adjusting to traditional learning processes remain unexplored. Therefore, to address this gap, the present study attempts to investigate the design and implementation of a TPACK-in practice model to enhance students’ preparedness to face the rapidly-growing digital world and, more importantly, understand post-pandemic pedagogy. For this purpose, a qualitative case study was adopted. The data were obtained from multiple sources, including field notes, video-recorded classroom observation, one-on-one online interviews, and task documentation. The population of this research included 163 students in the 5^th semester of the English Language Education Study Program of a university in <em>Yogyakarta</em>, Indonesia. We selected one class randomly, consisting of 40 pre-service English teachers during the odd semester of the 2020/2021 Academic Year. Findings demonstrate: 1) lesson activity-specific model in the educational technology course, 2) students’ reports on their hands-on learning experiences in designing teaching-learning activities with a variety of digital tools, 3) the perceived benefits of reviewing ed-tech apps, and 4) challenges encountered by students in completing their project. Finally, pedagogical implications are presented with proposed suggestions offered for future research directions in replicating the study.</p>

In recent years, student teachers have been influenced by the new educational paradigm and the rapid technological developments. This has been seen especially in technological innovations and digitalization to facilitate learning. However, student teachers need to be digitally competent in using savvy techs to achieve the expected learning goals. Acquiring this essential skill requires teacher education programs, stakeholders, and education boards to provide free practical training, mini-workshops, and courses. This prepares students to face the rapidly-growing digital world and, more importantly to understand the post-pandemic pedagogy. Therefore, this mixed-method study examines the impact of the TPACK-in practice model on EFL student teachers' professional knowledge. Additionally, it explores the impact of professional knowledge on student teachers' experiences in using EdTech tools in online teaching. The learning model was designed to facilitate 48 final-year undergraduate students. It involved conceptual and practical knowledge guidelines in using various learning platforms and tools in virtual lessons. Quantitative and qualitative data were collected from closed-ended statements in the questionnaire, classroom observations, interviews, lesson plan reports, and reflective teaching journals. Overall results showed high student scores in each of seven professional knowledge components, implying a successful course implementation. Furthermore, five participants shared their valuable insights on how they applied technological knowledge theoretically in a real classroom environment. These research findings are useful for future researchers, policy-makers, and teacher educators in designing effective programs that best nurture pre-service English teachers' and instill professional knowledge.