Hi there, What a broad question! Some examples we commonly have here in our labs at the LLC, Victoria University of Wellington: In class: for all levels, use of comparative audio /video (SL) software (soloist/virtuoso) for core listening/watching and speaking practice. Speaking practice can be done several ways: No background file: student read their presentaion (with appropriate intonation), dialogue, play, etc... No background file: pairwork (with or without text chat) and the pairwork is recorded and collected. E.g. find the missing info, debate, peer review of documents, etc anything you normally do with pairwork (but it is recorded and reviewed) With background file, missing words, repeat word, answer questions, add to dialog etc... In and outside class: depending on teacher's involvement with project work and will to help.. Web 1.0: for webquests projects (big and small), listening and reading comprehension, access to various media, e.g. rather than the old copy of a copy of an old news article, let student compare one news item shown by several channels, explore the topical vocab, and different use of words for similar news, etc... Web 2.0: Wikis, Blogs: student work on a 3 week project about a topic and present it to class, constraints or no constraints (media compulsory or not to final outcome, language register, re-use of structures, etc..) Technology is not an end, it is only a mean to enhance learning experiences. It will work if the teacher believes in what he/she is doing will be relevant to student learning outcomes. It is also matter of teaching style and more to the point content matching final outcome. Flexibility and tech support and training will be the key to a successful transition :) I hope this helps! **************************** Edith Paillat Language Technology Specialist Victoria University of Wellington New Zealand +64 4 463 5792 http://www.victoria.ac.nz/llc/about/projects.aspx *********************************************** LLTI is a service of IALLT, the International Association for Language Learning (http://iallt.org/), and The Consortium for Language Teaching and Learning (http://www.languageconsortium.org/). Join IALLT at http://iallt.org. Otmar Foelsche, LLTI-Editor ([log in to unmask]) ***********************************************