Previous research has identified various internal and external factors that predict teachers' technology adoption. Limited studies have explored how these internal and external factors interplay to determine different types of technology use. This study used the survey responses of 280 English as foreign language (EFL) teachers to examine how two key external factors (ie, school culture and professional development) interact with the two constitutive internal components (ie, knowledge/skill and belief) to determine three types of technology use in teaching and learning (ie, technology for content delivery, technology for learning enrichment and technology for transformed education towards self-directed learning). It identified the salience of school culture, professional development and TPACK over teaching and learning beliefs in determining technology use. It further revealed that these factors influenced the three types of technology use differently. The findings suggest a differentiated approach towards researching and supporting teacher technology adoption.