<![CDATA[This study explored how EFL preservice teachers integrated digital technologies during their teaching practicum and how teacher agency was shaped by past experiences, current conditions, and future goals. Drawing on the ecological approach to teacher agency, the study employed a qualitative case study of five EFL preservice teachers who undertook a three-month practicum at a junior high school in Jakarta, Indonesia. Data included five lesson plans, ten recorded classroom practices, and semi-structured interviews. Technology-mediated activities were analyzed using the SAMR model, learning objectives using Bloom’s Taxonomy, and interview, observation, and document data through the three dimensions of the ecological model of teacher agency. The findings showed that technology integration was mainly at the Substitution and Augmentation levels. Alignment between technology-mediated activities and stated learning objectives varied across lessons. EFL preservice teachers’ agency in integrating technology was shaped by familiar digital experiences, material and school conditions, and future professional aspirations. Agency was particularly evident when they adapted the technology in response to students’ access to devices, internet connectivity, and other contextual conditions. The study indicates that technology-enhanced teaching practices and teacher agency are related but not equivalent. The findings highlight the importance of preparing preservice teachers to make purposeful, justified, and contextual decisions about technology integration during practicum and in their future professional teaching contexts in English language education settings.]]>
