This presentation intends to contribute to the field of Educational Technology by encouraging an understanding of the facts that involve pre-service language teachers' experiences with the digital technology in their personal and academic lives, known as digital practices.
Digital technology is present in many fields of 21stcentury society, including education; however, far too little attention has been paid to pre-service language teachers' history of life in relation to technology - their technobiographies. To identify these digital practices, a case study was carried out with pre-service language teachers, analyzing how they choose digital tools to learn a foreign language and their impressions about what is available online. The focus of this presentation is to contribute in the field of Educational Technology focusing on pre-service language teachers' experiences with digital technology. As a qualitative research on Computer Assisted Language Learning, this study used technobiographies as data and Narrative Inquiry assumptions to analyze them. Analysis shows that participants were concerned about the contents of the site or the app chosen and its convenience. The access characteristics and available level tests were also mentioned by them. The findings suggest that understanding the participants' digital practices and experiences of learning online as a trend of the field of education could be helpful for building a meaningful curriculum to enrich their professional development and future practices as foreign language teachers.
