Scilight Press

 Educational Technology provides rich resources and possibilities for interaction in classroom instruction. Based on 16 in-service Chinese language teachers’ reflective writing, this study explores what educational technology has been utilised in Chinese teaching in K-12 schools in the U.S. Under the guidance of WEST theory (Will, Experience, Skill and Tool), the results show that: 1) language teachers tend to apply educational technology in interactive tasks (such as speaking teaching), 
especially the free tools which can serve for multiple tasks during and after class. 2) it is identified that factors that influence teachers’ application of educational technology interplayed in between, i.e., the willingness of using technology tools can be impacted by teachers’ experience, the competency of technology, and the access to technology. The study also elaborates the experience and tool dimension of the theoretical framework.