Author:

Keywords:

itec, iMinds

Abstract:

One of the main contextual challenges every CALL researcher and practitioner is confronted with is the widespread and somewhat naive idea that since teens are all born as digital natives and since technology has become mainstream, today’s education is technology-driven or is not. Policy makers, civil society and parents tend to conceive of education as one of the most conservative institutions to the extent teachers are not yet unanimously convinced of the evident benefits of the large-scale use of digital solutions. However attractive may be the sirene call of technology, technology is nothing more than a means to an end. So let’s move beyond the (Ed-)Tech Hype and rather focus on perceived usefulness, actual use and learning effectiveness of technology-enhanced language learning. It’s all about pedagogical quality and added value. The central aim of this presentation is to offer a series of concrete use cases in which technology does make the difference from a pedagogical point of vue.