ABSTRACT
The last decades have witnessed rapid changes in the development and evolution of applications of Information and Communication Technologies (ICTs) to education. On the verge of the new millennium, the broad areas that were identified as key emerging technologies were internet and the web, wireless technology, local power generation, speech recognition software and machine translation (Bates, 2001). Fifteen years later, we feel it is high time we set our attention on the current development of technological applications in order to become more aware of what we have reached so far as well as of the path we have followed to reach it, before we may reflect on which guidelines should be set or can be expected for the next future to come. The emphasis here is not placed so much on how technology will develop in the next years, but rather on the consequences that past changes are having for language teaching and learning and how these and the coming changes will affect them.
