As emerging technologies rapidly evolve, language teachers in the 21st century face an increasing challenge in determining how to integrate them into their language classrooms. The existing literature emphasises that a crucial element for successful technology integration is for teachers to hold sufficient proficiency in technology and adopt active attitudes towards their own professional learning. While an abundance of learning resources is currently available, mostly due to the proliferation of the Internet, much still remains unknown about what language teachers are actually doing to enhance their knowledge and skills in technology. The current study, therefore, examined how in-service language teachers are learning about technology for instructional purposes and their reasoning behind using specific learning methods. Employing a survey research design, data were collected through an initial wide-scale questionnaire (n=179), in-depth interviews (n=19), and a post-interview questionnaire (n=19) at three different time points in the early 2020s. The findings suggest that the language teachers were relying on a wide variety of online materials and tools--searching the web, reading mailing lists, connecting with teachers via social media, and watching videos, among others. Due to reasons related to finances, geographical locations, time, prevailing social situations, and attitudes, they appeared to be choosing to use informal and self-directed modes of learning over formal teacher training courses. Based on the findings, the current challenges facing language teachers who are learning about technology were identified, and implications for future technology preparation in language teacher education are suggested.