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This study examines the suitability of telecollaboration practices to enhance ICT integration in Content and Language Integrated Learning (CLIL) based units by analysing the number and type of episodes related to students' TPACK produced in a telecollaboration whose aim was the design of a technology-enhanced CLIL unit. Results revealed a high number of episodes focusing on the domains and intersections of the TPACK framework, that PCK was the main focus of attention and provoked most of the suggestions for change in the unit and that telecollaboration promoted collaboration and evened participation. Consequently, telecollaboration showed a great potential for directing students' attention to their TPACK even though the scarcity of episodes focusing on the TPACK intersection also indicated there is ample room for more teacher training efforts to prepare pre-service teachers for technology integration.

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