Information Technology and Innovation in Language Education (review)

Information Technology and Innovation in Language Education, edited by Chris Davison, is a well-rounded contribution to the discussion of computer-assisted language learning (CALL). It addresses a wide range of issues involved in incorporating information technology (IT) in language classrooms. The common thread that ties this edited collection together is the premise that the use of IT in language learning is 'first and foremost a social practice' (p. 4).

Davison presents in the introduction the theoretical underpinnings of the book, demonstrating how each chapter flows easily into the next, regardless of the variety of geographical or theoretical orientations and analysis or applications of IT in English language teaching. The remaining eleven chapters are grouped into sections following three central themes: IT as innovation, IT as pedagogy, and IT as professional development.

Section 2, 'IT as Innovation,' contains four chapters that address the question of whether change is the result of technological innovation. This section also uncovers the characteristics of those who embrace and resist change and examines the role of context in determining who uses IT. Denise Murray's chapter stresses the importance of the language used to describe IT:

The metaphors we choose almost always come from previous technologies and so we find ourselves hobbled to the past while we try to imagine the future, and as we know from other settings, metaphors share our understanding and view of the world.

(p. 27)

Section 2 illustrates how institutions and administrative bodies embrace, reject, or modify innovation to suit their needs.

The chapters in section 3, 'IT as Pedagogy,' highlight the role played by context and users in determining the use of IT in language learning. The authors of these chapters explore the many roles of the teacher and students and the importance of interaction in language learning. Jim Cummins addresses the matter of instructional design: for whom and for what purpose IT is adopted. He describes a framework for 'technology-supported academic language learning' (p. 114) that suggests 'that the potential of IT is most clearly evident when schools adopt a transformative pedagogical orientation' (p. 107). Cummins suggests that although IT is present in North American schools, traditional or constructivist orientations still prevail in pedagogy - for many reasons, including fear.

The final section delves into the issue of fear of IT and the role of professional development in addressing such fears. The chapters in this section discuss the perceptions, beliefs, and views of teachers about incorporating technology in the language classroom and the importance of helping teachers to see the 'pedagogic possibilities of IT' (p. 20). Davison concludes, in the book's final chapter, that if policy makers wish to ensure that competencies and IT standards are met, they should focus on setting these standards with the input of those who live with the changes and potential innovations.

The strength of Information Technology and Innovation in Language Education is the breadth of the themes, which increases its potential audiences from researchers to technophiles, teachers, and policy makers. Although the book's focus is on innovation and IT in English language learning contexts, the chapters represent an impressive diversity of geographical regions, target languages, schooling or age levels of learners, models of L2 education, target language skills, types of technology, orientations of pedagogy, and perspectives on policy. Such diversity may mean that although there is a broad audience for this book, some readers may find some terminology or certain sections unfamiliar. The case studies presented in this book make it attractive for students in undergraduate-level teacher education programs. Some chapters contain more theoretical background and critical analysis, which would provide beneficial reading for graduate courses exploring the relationship of IT and instructional design in language classrooms.

The editor claims that this book is timely because, while IT developments are rapidly evolving, many policy issues remain unresolved. Perhaps because of such rapid change, many new IT developments and their respective teaching contexts are mentioned only in passing or are omitted...