Exploring implicit and explicit technology instruction in an L2 writing context Bethany Martens* Ohio State University martens.54@buckeyemail.osu.edu Abstract: This article will explore implicit and explicit technological implementation of an iPad toolkit (an iPad pro, smart keyboard, and apple pencil) to better understand and support learners in two “Academic Writing in English as a Second Language” classes. Though objectives and goals remained consistent in both classes, technology implementation varied by means of implicit or explicit instruction. Drawing upon the ecological perspectives of linguistic holism, this article will follow my technology implementation journey from the fall ’18 to spring ’19 semesters, including first steps of implementation, adaptations to challenges, and solutions and pedagogical implications based on self-reflection and student processes and products. The exploration of implicit/explicit technology implementation into the L2 writing classroom can give many English language teachers valuable insights into how technology can be used to effectively promote a holistic linguistic approach, while supporting instruction to meet content, language, and technology objectives in various educational contexts. *Bethany Martens is an instructor of ESL Academic Writing and PhD student in Foreign, Second, and Multilingual Language Education at The Ohio State University. ISSN: 2168-1333 ©2020 Journal of Global Literacies, Technologies, and Emerging Pedagogies Volume VI, Issue I, August 2020, pp. 1044-1061