This study adds to the current literature on teacher technology integration with an investigation into five beginning teachers’ technology use in the language classroom in their first two career-entry years. The longitudinal interview study reveals that these teachers went through a developmental trajectory of technology use towards using it for more diversified instructional purposes and with a greater orientation towards student learning over the years. The study also finds that the teachers’ developing understanding of technology use intertwined with their growing teaching competency and identity. It further finds that school culture not only had a direct influence on their technology use but also moderated the influence of teaching competency and identity on the nature of this technology use. This study concludes with suggestions for promoting research on the support needed for beginning teachers and the school culture in technology use.

中文翻译：

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科技融入语言课堂：初级教师的发展轨迹

本研究通过对五位初级教师在进入职业生涯的前两年在语言课堂中使用技术的调查，补充了当前关于教师技术整合的文献。纵向访谈研究表明，这些年来，这些教师经历了技术使用的发展轨迹，将其用于更多样化的教学目的，并更加注重学生的学习。研究还发现，教师对技术使用的理解与他们不断增长的教学能力和身份相互交织。研究进一步发现，学校文化不仅对他们的技术使用有直接影响，而且还调节了教学能力和身份对技术使用性质的影响。