Abstract
Many Spanish-language classrooms rely largely on authentic technological resources such as videos, CD ROMs, and World Wide Web sources to bring culture into the classroom. There is often a discrepancy between those who decide what educational technology will be used and those who are charged with implementing it. The technical expertise of these two groups often falls short of that which is required to use the technology in question. These technologies, especially the World Wide Web, often reinforce the international dominance of English language and North American culture. Users must give critical consideration to both the term authenticity and the sources of authentic materials. The importance of teachers' roles in guiding students to question authenticity and its sources cannot be underestimated.
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