This research examined EFL teachers' and their learners' perceptions regarding teachers' Technological Pedagogical Content Knowledge (TPACK) proficiency after implementing TPACK
workshops in the Iranian context. TPACK
workshops were administered by ۱۵ EFL teachers and ۴۵ EFL learners by applying the TPACK
model (Koehler & Mishra, ۲۰۰۶) and learning by doing (Hegelheimer & Chapelle, ۲۰۰۴). The data analyses showed statistically significant differences between the participants' perceptions regarding TPACK
intervention in pre and post-workshop stages and positive augmentations of TPACK
workshops on academic behavior of EFL teachers. Therefore, the study provides a novel viewpoint regarding the importance of the participants' perceptions in blending technology into English teaching practice and suggests the actual beliefs and perceptions of Iranian EFL teachers and learners towards incorporating technology into English language teaching and Computer-Assisted Language Learning (CALL) and teachers' academic behavior changes after implementation of online TPACK
workshops as a professional development program.