Theunavoidable conclusion is that once technological design mediates tasks, the technol-ogy becomes not just a vehicle of instruction or delivery, but instead spearheads a setof new demands and actions which in and of themselves become target tasks – andhence part of the curriculum

thequestion of how to integrate new technologies and language tasks into an organic andmutually informative whole remains thus far largely under-researched

no matter how exciting new technologies for language learning may seem,they can become nothing more than entertainment unless their design, use, and evalu-ation are guided by viable educational and language developmental rationales.

unequal access to new technologies