COVID-19 pandemic has profound global impact not only as a health crisis, but also as a time period that gave birth to radical social changes. Following the suggested measure of social distancing, responses of US educational system--shifting the mode of instruction to online only--present the significance of technology towards the contemporary society and education specifically. Language education, as a field in education that relies heavily on communication, were undergoing critical challenges out of the online shift. University language instructors, working for their specific language programs, have been expected to navigate themselves through the challenge of cooperating with technology integration and ultimately equip themselves with professional knowledge and competence digitally. This study focuses on a group of university Chinese language course instructors to investigate how they collaborated as a team facing to the challenge of technology integration, and how they developed themselves as technologically competent language educators along this journey. Analysis has been conducted about both what the instructional team decided to accomplish teaching for the online school year and what individual instructors developed professionally as language educators. Findings indicated that instructors formed teaching preparation group which helped them to collaboratively learn about technology integration and apply their developed competence while teaching. They as a team identified a customized course design originated from flipped classroom approach, and developed their accommodated activities of pre-learning and post-learning in addition to their modified lectures and discussion sections. Through their on-going course preparation, teachers developed their profession about technology in terms of knowledge and belief. They also saw potential of technology integration being beneficial regardless of major modality of instruction, and would preserve some of their measures during this school year to the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]