Abstract
This study explored both student and teacher perceptions and preferences regarding technology use in the second language (L2) classroom using the digital identity theoretical framework in order to examine when technology is a value-add. Five teacher participants' (n = 5) implemented both textbook and non-textbook technology, into 10 (n =10) intact L2 classes totaling 81 student participants (n = 81), for approximately three months. Analyses of pre-, post-, and monthly surveys revealed that technology implementation created connections between students, teachers, and L2 learning and teaching processes. Although participants had distinct experiences, they shared some perceptions and preferences. Not only does this study add to the small body of research exploring comparisons between students and teachers, but it also shows that both digital native students and digital immigrant teachers need support to better understand and value L2 technologies.
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