Existing studies investigating the integration of technology using the framework of technological pedagogical content knowledge (TPACK) have frequently relied on self-reported data analyzed through qualitative or quantitative methods focusing on TPACK regardless of their contexts. Targeting this need to better understand how teachers' individual factors influence their TPACK development, the current study uses reflective writing assignments from 45 international English teachers participating in a global online course (GOC) on educational technology in the classroom to identify how details related to classroom, school, and/or national context influence TPACK gained from an activity involving Google Docs. Further drawing on a systemic functional approach using the APPRAISAL system to examine how teachers use evaluative language to successfully demonstrate TPACK through reflective writing, our qualitative discourse analysis reveals that participants often used positive and negative evaluation of their own and student behavior (JUDGEMENT) and, more rarely, emotions (AFFECT) to describe changes in TPACK shaped by new understandings of specific uses of technology in classroom contexts. Findings also show that participants often mentioned details related to their classroom actions and practices yet rarely provided contextual details related to school, community, or national/societal factors in these assignments. By utilizing qualitative analysis of reflective writing to capture how in-service teachers develop TPACK shaped by their individual contexts, this study provides avenues for understanding TPACK through professional development materials rather than teachers' self-reports while suggesting methods useful for both global online course design and future studies operationalizing context as part of the TPACK framework.