The purpose of this study was to explore native-language teachers' efforts in technology-rich classrooms. The advancement of classroom technology and educational policies in Taiwan prompted native-language teachers to leverage technology that improved learning and instruction in native languages. Fifteen senior teachers participated in in-depth interviews and shared their observations and teaching experiences. Results showed that native-language teachers, while working mostly alone, leveraged technology as learning scaffolds, show-and-tells, and tools for mastery. However, teachers struggled with approaching, smoothing out, and stabilizing the use of technology in classrooms due to the marginal availability of both subject matter and technological content. The researchers examined the teachers' experiences in the light of border pedagogy, where teachers in marginalized subjects such as native languages must accommodate, connect, and empower themselves and learners by using culturally aware technologies. Clearly, both native-language education and assisted technology should move beyond the function of transmission and technician.