It has been repeatedly asserted in recent years that telecollaboration is such a powerful and effective tool for both second language acquisition (SLA) and fostering intercultural communication competence (ICC) that it should be regularly included in foreign language instruction (Çiftçi & Savas, 2018; Lewis & O'Dowd, 2016a; O'Dowd, 2016a; Thorne, 2016) and that its use be "normalized" into the language classroom (Bax, 2003). While studies have pointed to the importance of "guided reflection" in collaboration (Helm, Guth, & Farrah, 2012) for developing intercultural communication competence, others have suggested that the access to informal resources today in online interest groups, social media, and digital entertainment (gaming, and music or video streaming) create opportunities for "intercultural communication in the wild" (Thorne, 2010, p. 144). This article looks at these different approaches (class-based and autonomous) as well as other evolving developments, such as telecollaboration in teaching education, the changing models and modalities of exchanges, and its cultural dimensions.