ABSTRACT
This chapter reflects on human interaction with technology as a teaching and learning tool. Participants’ motivations and objectives in a blended learning (BL) environment - one that provides online learning experience together with face-to-face interaction within a traditional classroom setting were examined and analysed on the basis of the theoretical perspective of cultural historical activity theory (CHAT). Interaction that happens within the classroom setting is transferred into the activity system. The author reflected on the findings from research done with 16 teachers of English as a second language. Based on the results, she found access to technology, resources and practitioners and learners’ readiness to use them could create a BL environment conducive to learning. The implications of the findings suggest the factors that stakeholders in higher education institutions need to carefully consider when designing any subject curriculum and ensure the necessary support is in place for successful BL. Without proper planning and support, current problems will persist, and the education system will never move forward.
