At the onset of the COVID-19 pandemic, many teachers, if not most, were forced to temporarily teach remotely and learn how to use various online tools despite not being properly trained in online teaching. Without any other place to turn to, it appeared that numerous teachers had no choice but to rely on online teacher communities formed on various social media platforms for support. The present study, which is part of a larger research project, set out to examine the ways in which foreign language teachers in Japan were utilising online teacher communities where the primary discussions are on technology during the ongoing pandemic situation. Data were mainly collected via online observations of three technology-focused online teacher communities which predominantly consisted of members who were foreign language teachers teaching in Japan. Specifically, the content of the initial posts and number of likes, shares, and comments were monitored and recorded for a period of three months. The content analysis of the online posts shared within the three technology-focused online teacher communities illustrated that many online members used them to share information about events, including seminars, conferences, and “how-to” sessions on Zoom, reading materials, and websites and ask questions about teaching and technology to other professionals in the communities. In several of the communities, members seem to rely on them for emotional support, with some members checking up on their wellbeing, inviting them to participate in online social gatherings, and sharing information about how to enhance their physical and mental wellbeing. The study’s findings clearly demonstrated how the online teacher communities, particularly the ones which placed a focus on technology, were useful for many foreign language teachers, including those who were professionally isolated as a result of the pandemic. As the present study’s findings seem to suggest that there is a difference in activity between private and public online teacher communities, the next step of the study is to look at teachers’ perceptions towards the use of private and public online communities and examine as to whether there are any psychological barriers towards participating in public communities which are open to anyone.