The utilization of technology in the realm of teacher education has witnessed a burgeoning popularity, affording educators a broader spectrum of choices in formulating pioneering pedagogical strategies. Nevertheless, the pragmatic implications arising from the integration of technology have persisted in giving rise to contentious deliberations concerning the requisite support mechanisms necessary for the seamless technology integration in instructional methodologies. One prevailing conjecture posits that the provision of support to educators in technology integration into instructional processes may exert a pivotal influence on the efficacy of the intended instructional practices and, consequently, the ensuing learning outcomes. Extant scholarly inquiry within the domain of teacher professional development has, however, somewhat fallen short in capturing real-time occurrences within the pedagogical training of teachers. This research explores how educators are supported in integrating technology into instructional practices, using Vygotsky's social constructivist ideology to examine the necessary support prerequisites for teacher professional development programs. The research adopts a qualitative and interpretive research approach, in which the findings to research question revealed a complex support mechanism for integrating technology into instructional practices. The findings highlight the importance of continuous and proactive support for educators to enhance their technical competencies for innovative strategies.