A Micro-Level Case Study in Chile

In this chapter, we focus our attention on the English Language Teaching (ELT) program and the consideration of multimodality. Of the four considerations suggested by Gruba and Hinkelman (2012), we are interested in delving into the multimodal interactions among teachers, students, technology, tools, and texts to see what happens in actual classrooms. From experience, we have found that it is teachers who decide whether or not to integrate technology in the classroom (Cardenas-Claros & Oyanedel, 2015; Kessler & Plakans, 2008) and generate change (Colpaert, 2013). We understand, too, that the decision of a teacher to integrate technology or not may be idiosyncratic (Comas-Quinn, 2011), rest on personal interests (Cardenas-Claros & Oyanedel, 2015), be part of a teaching philosophy (Ertmer, 2005), or be enabled by personal capacities (Compton, 2009; Owens, 2012).