Main Article Content
There is no doubt about the educational value of Interactive Digital Technologies (IDT) and their teaching and pedagogical benefits, when the teachers know how to integrate them into their instruction. Unfortunately, issues arise that prevent or discourage teachers from applying IDT in education. This study explores the experiences of 18 Foreign Language -FL- Teachers from the use of IDT in their instruction through their participation in a teachers’ program in Thessaloniki (2019-2020). The research follows a qualitative strategy with the contribution of Interpretative Phenomenological Analysis. The research highlights several obstacles that teachers encounter when they use -or want to use- technology in their classrooms. Some of them relate to the equipment of IDT laboratories and classrooms, to the functionality of school premises and the means used, to the teachers and students’ IDT knowledge and skills, to the perceptions and attitudes of their colleagues and students about the value of these technologies in education. In this interesting “iceberg” of obstacles, all the elements interact with each other and affect each other.