The evolution of the use of technology in the foreign language classroom has proven to be a challenge. In this paper, we highlight a study whose purpose is to understand how one retired foreign language educator reflected on the ways in which she integrated different modes of technology in her classroom. In this interview study, the participant discussed how technology has evolved in the span of her twenty-year career as a foreign language educator and how she integrated various technologies as they evolved in her classroom. The researchers employed a modified van Kaam method as defined by Moustakas (1994) to analyze the data collected through phenomenological interviews. The results revealed a complex negotiation process, a thoughtful reflection of advantages and disadvantages of technology integration in foreign language classrooms, and the value of understanding the cyclical nature of technology integration in education.
Foreign Language, Technology, Technology Integration, Phenomenology
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Recommended APA Citation
Becho Sullivan, N., & Bhattacharya, K. (2017). Twenty Years of Technology Integration and Foreign Language Teaching: A Phenomenological Reflective Interview Study. The Qualitative Report, 22(3), 757-778. Retrieved from https://nsuworks.nova.edu/tqr/vol22/iss3/6
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