ABSTRACT
For language students, potential language teachers of the future, it is important to become familiar with complex contexts of language learning and teaching during their studies. In order to trigger change in the conceptions and practices of language teaching with respect to the requirements of technology-rich environments, attention needs to be focused on language students, many of whom becomes language teachers. Participant observation provided ground for identifying and examining the attention spaces and attention structures that seemed central for the students in accomplishing course activities and designing the learning project. The rationale behind Language Learning and Technology (LLT) was to prepare the students to handle the pressures of a changing society with regard to education, considering new kinds of language pedagogies and roles for language teachers. Central attention space for the university students on the LLT course was related to accomplishing the project for school children.
