This study examines the integration of mobile technologies in physics education through a teacher training program grounded in the Technological Pedagogical Content Knowledge (TPACK) framework. Developed at Ilia State University, the year-long initiative aimed to enhance physics teachers’ technological competencies by incorporating two mobile applications—Phyphox and Physics Toolbox Suite—into classroom instruction. These free, cross-platform apps support the design and execution of interactive experiments, making abstract concepts more tangible for students.

Eleven secondary school physics teachers from various Georgian regions participated in five structured training sessions, which included hands-on activities, collaborative projects, and reflective discussions. The training promoted team-based learning and the formation of a professional learning community, a factor shown to enhance long-term instructional development. Examples of lessons prepared during the module include investigations on free fall, rotational motion, optics, and electromagnetism.

Using a mixed methods approach, the study combines qualitative data (interviews, focus groups, lesson video analysis) and quantitative data collected via a Georgian-translated and piloted TPACK questionnaire. The findings indicate significant gains in teachers’ confidence and proficiency in technology use, as well as increased student engagement and critical thinking development. The collaborative nature of the program, alongside institutional support and resource accessibility, emerged as key factors in successful technology integration.

This research highlights the transformative role of TPACK-based instruction in physics education and offers practical recommendations for textbooks and curriculum renewal, training modules, and scalable professional development frameworks for physics and science teachers.

Keywords: Physics teachers, Technological pedagogical content knowledge, Technology, Mobile Apps.