This book focuses on the investigation of the sustainability of technology integration in the context of language programs and is based on an 18-month longitudinal study of a blended EAP (English for Academic Purposes) language program situated within a university pathways course. The integration of technology into language teaching and learning in academic English programs often demands substantial investment in professional development, curriculum change, and technological resources. Given the intense effort required, sustainability of such efforts has gained importance, focus, and urgency. Situated in the context of English for Academic Purposes (EAP) programs, this book frames, and investigates, the sustainability of technology integration through a series of case studies of specific technologies: tablet devices, a Learning Management System, and an interactive presentation app. The authors explore sustainable integration of technology; the use of argument-based approaches as a basis for research design; and participant ethnography as a form of data collection. The book concludes by looking at the implications of the research and proposes that change management concepts be applied to better introduce, implement, and most importantly, sustain change involving educational technology integration. The content will be of interest to scholars in TESOL and applied linguistics as well as professional language educators who will benefit from insights into sustaining technology integration in their programs.

Using an innovative framework, this book provides the rationale, strategies, and tools to create optimal blended language learning courses.

Advocating an argument-based approach, Blended Language Program Evaluation presents a framework for planning, conducting, and appraising evaluation of blended language learning across three institutional levels, and demonstrates its utility and application in four case studies carried out in diverse international contexts.

Shift to blended learning to transform education Blended learning has the power to reinvent education, but transitioning to a blended model is challenging. Blended learning requires a fundamentally new approach to learning as well as a new skillset for both teachers and school leaders. Loaded with research, examples, and resources, Blended Learning in Action demonstrates the advantages a blended model has over traditional instruction when technology is used to engage students both inside the classroom and online. Readers will find: Breakdowns of the most effective classroom setups for blended learning Guidelines to build a blended learning toolbox of tech and resources Tips for leaders Ideas for personalizing and differentiating instruction using technology Strategies for managing devices in classrooms and schools Study questions to facilitate professional development and deeper learning Written with system-wide transformation in mind, this is the resource teachers and leaders need to help them shift to a blended learning model and transform education for today′s learning environment. "The time for blended learning is now and the place is ALL classrooms throughout the country. This book provides educators with essential information and practices that will prepare students for the 21st Century." Kim Weber, 4th Grade Teacher Mandell School, New York, NY "This book is different. It is deeper and more serious about creating the change students deserve than most others. The fact that each and every chapter starts out with a student′s perspective confirms that it is built on a vital pedagogical foundation." Brad Gustafson, Principal and Author of Renegade Leadership Greenwood Elementary, Wayzata, MN

This volume focuses on computer- and digitally-assisted language learning in all of its forms: technology-enhanced language learning, network-based language learning, mobile-assisted language learning and so on, in close relation to the topic of sustainability. How can these technologies and techniques be implemented in a sustainable and repeatable way? The book covers a wide range of areas in terms of this "sustainability". These include: (1) education (teacher/learner training) (2) normalisation (integration) (3) systems (reliability, support, development) (4) mobility (mobile-assisted language leaning) (5) innovation (trends, research) The volume samples research and practice in CALL from around the world, organised into sections. It has an introduction and a conclusion written by the editors (Ana Gimeno, Mike Levy, Françoise Blin and David Barr) which covers the state of the art at the moment and directions it is likely to take in the future.

This book offers in-depth analysis of new technologies in blended learning that promote creativity, critical thinking, and meaningful learning combining expert perspectives from international scholars enabling researchers, academicians, and practitioners to devise innovative Web-based learning approaches.