Abstract: This study is to develop Technological pedagogical content knowledge (TPACK) scale for Language teachers. The research focuses on 472 English teachers’ understanding the differences in TPACK, to analyze the relationship between English teachers’ TPACK and ITEI behavior. The study found: 1. The rest of the terms did not reach a significant difference in gender. It can be inferred that gender has no effect. 2. In terms of school stage, only TPACK has a significant difference. 3. TK, TPK, TCK and TPACK show obvious differences in the part of participating in the workshop. This shows that the workshop may be related to technological topics, so the teachers who participated in the workshop have a higher level of understanding about TPACK than the teachers who did not. 4. Teachers with higher scores in TPACK have higher scores in textbook preparation. The remaining six types of knowledge are also found to be closely related to the preparation of textbooks. 5. There is a positive correlation between teachers' teaching activities in TPACK and ITEI Behavior Scale. It shows that teachers with higher TPACK scores have higher teaching activity scores. Except PCK, the other five showed a positive correlation. 6. There is a positive correlation between the education guidance, the assessment of results, the sharing of achievements and the transnational learning of English teachers in TPACK and ITEI Behavior Scale.