This article explores the role that Web 2.0 technologies can play in enhancing languagelearning development in a blended world. It will argue that technologies are not enough ontheir own to make a difference, but that teachers bring a particular understanding of languageand the needs of their learners to the creation of suitable activities. It will show that the use oftechnologies is also changing our understanding of the profession of language education andthat sociocultural theory can help us understand why this is occurring. Blended learning as atype of classroom activity will be explored showing how different definitions may beinterpreted in the classroom context. The types of blended activities that can be used areillustrated through three vignettes.
Caroline Coffin. NALDIC Quarterly3(3):13--26 (2006)<b>Copyright</b><br></br>Copyright for individual contributions remains vested in the authors to whom applications for rights toreproduce should be made. NALDIC Quarterly should always be acknowledged as the original source ofpublication.NALDIC retains the right to republish any of the contributions in this issue in future NALDIC publicationsor to make them available in electronic form for the benefit of its members. For further information firstname.lastname@example.org.
Sabrina Blümling, and Norbert Reithinger. Proceedings of DeLFI Workshops 2015, co-located with 13th e-Learning Conference of the German Computer Society (DeLFI-15), Munich, Germany, volume 1443 of CEUR Workshop Proceedings, page 10--18. RWTH Aachen, Sun SITE Central Europe, (2015)