Digital technologies play a vital role in social, political, and economic relations in contemporary society. The mere presence of these technologies in our practices has implications for our daily lives, especially for the educational context. If these technologies already played an expressive role in our society, they have become even more prevalent in the pandemic context. Drawing on the ecological perspective, this study aims to discuss: i) the online networks that emerged in the language teaching context with peers at various levels of digital literacy during pandemic times; ii) the role of this network in the development of teacher agency; iii) possible evolution and (re)configuration of these networks in post-pandemic times facilitated by these teachers' agency; iv) the emerging patterns of this network with regard to the creation of inclusive pedagogies. The complex nature of teaching and learning is comprised of interdependent elements (school, digital technologies, students, administrators, to mention a few) that can be better understood if examined ecologically. The participants in this ongoing study are in-service language teachers in a continuing education initiative of an extension project of a university in Brazil. Data have been generated through the narratives of these teachers. The findings so far indicate the creation of online teacher networks to support peers at various levels of digital literacy during the pandemic, as well as the formative nature of network relationships and their role in the development of the language teacher agency.
