The pandemic and digital technology are the two guiding themes of this research. Emerging from a personal quest to understand the adoption of digital tools in the educational environment, this study aims to reflect on the use of digital technology at a time when the use or non-use of this component was no longer a matter of choice. The three collaborating teachers and I, as a practitioner researcher (Hanks, 2017), were classroom teachers both in public and/or private environments when the pandemic broke out in 2020. The exploratory conversations (Miller, 2001) we shared made it possible for us to seek for further understandings facilitated by our stories of teaching in the pandemic. This reflection specifically aims to understand the narratives emerging in our conversations, reflect on how our beliefs about the digital technology materialize as evaluative stances in our discourses and what it was like to be a teacher at such a challenging moment in our life stories (Linde, 1993). This qualitative-interpretative study (Denzin & Lincoln, 2006) is aligned with the qualitative paradigm of the Critical Applied Linguistics (Moita Lopes, 2006; Fabrício, 2006) and seeks to generate understandings from the socioconstructed discourses within our interactions. The theoretical framework is built on three pillars: narratives, beliefs and evaluation. The narratives (Bastos, 2008; Bastos, Biar, 2015) shared by the teachers and me while sharing and reinterpreting the pandemic events in our teaching environments (Bruner, 2004; Mishler, 2002) allow for instances of life stories (Linde, 1993) and serve as a rich field for the emergence and evaluative manifestation of beliefs (Barcelos, 2006; Nespor, 1987) regarding the use of digital technology in the classroom (Martin and White, 2005; Cortazzi and Jin, 2001). As an analytical tool, I resort to the three-layer narrative analysis (Biar, 2012; Biar et al, 2021) which make it possible to move from the micro to the macro levels of discourse when sharing our stories. The data generated from these exploratory conversations (Miller, 2001) display recurring beliefs: the ageism belief, the teacher omnipotence belief and the differences belief, observed in the naturalization of what can be perceived in the public and the private environments, and on the belief of an existing mirroring of an onsite lesson during a remote interaction. The participants narratives join my own personal and professional life story (Linde, 1993) and, as I look for understandings, re-signify my digital beliefs while deconstructing the grand narrative (Shoshana, 2013; Lyotard, 1983) that technology might be inherently positive.