Furthermore, immediate feedback is a non-threatening way to help students pinpoint their strengths and weaknesses in the target language. Bear in mind also that some technological features are more useful than others. In a program designed to teach pronunciation, for example, recording capabilities are of little use unless either the program itself or the teacher will also be able to give consistent feedback to the student. If more time must be devoted to learning the mechanical aspects of the technology than to actual foreign language learning, then perhaps the use of a particular piece of software or Web site should be reconsidered. For the purposes of lesson planning, teachers should consider whether the materials stand alone, accompany a specific textbook, or can be incorporated into an already established syllabus.
Some educators protest that technology in the classroom threatens to replace the teacher.
However, the teacher's responsibilities are not diminished when technology is incorporated into the classroom, since it is the teacher who chooses materials, plans and prepares lessons, and directs students' use of these resources. Teachers must also be active monitors of lessons, aiding students and checking their progress. Internet use, especially, requires teacher involvement to make sure that students are indeed using the target language and that they do not stray from the language topic to explore other Web sites or unrelated subjects. While teachers are still active in the learning process, technological resources allow students the opportunity for independent language study. Such an opportunity may increase their interest in language learning and encourage them to use technology for learning outside of class.