Title. David Barr, ICT - Integrating Computers in Teaching: Creating a Computer-Based Language-Learning Environment, Oxford/Bern...: Peter Lang, 2004, 240 pp.

Contents:

Acknowledgements
Introduction
Ch. One.	What is a learning environment?: The act of learning (The behaviourist approach, The constructivist approach), Learning environments: facilitators of learning (Tools, Resources, People, Environmental design, The boundaries of a learning environment), The role of language-learning environment (Rules of language usage, Language in use, Towards a language-learning environment)
Ch. Two.	Towards a computer-based environment: The computer as a learning aid (The word processor as an aid to learner development, Computer-assisted learning (CAL) programs, Computer-assisted language learning (CALL), Integrating CALL into the language-learning environment), The computer as a resource (Language-learning resources - the World Wide Web, Integration into a language-learning environment: overcoming the limitations of the World Wide Web), The computer as a resource (A presentational facility, Computer-mediated communication (CMC), Use within a language-learning environment), Environmental infrastructure, User requirements of a computer-based language-learning environment (Technical requirements - reliability and access, Psychological requirements - technical support and training, Organisational requirements - institutional integration and support), Examples of computer-based language-learning environments: choice of case studies and methodology
Ch. Three.	Example 1: the University of Ulster: Background information: the University of Ulster is the youngest of the three institutions studied (History, Modern languages at Ulster), Computer infrastructure (Computer provision/management, Networking infrastructure, E-mail provision), Computer-based language learning in action (Computer-mediated communication: e-mail versus computer conferencing, Use of computer-mediated communication for language learning, Electronic resources: the World Wide Web, Electronic resources: CALL packages, Computer labs for languages, Learning approaches), Planning a computer-based language-learning environment (Role of management: computer training, Role of management: ICT integration, Role of management: support, Support from the chalk face)
Ch. Four.	Example 2: the University of Cambridge: Background information: as one of the oldest and most famous universities in the world, Cambridge needs little introduction (History, Modern languages at Cambridge - MML facility, Modern languages at Cambridge - the Cambridge Language Centre), Computer infrastructure (Computer provision and management, Networking infrastructure, E-mail infrastructure), Computer-based language learning in action (Electronic communication, MLL resources: the World Wide Web, MML electronic resources: CALL packages, Language Centre resources, CALL facility, Learning approaches), Planning a computer-based language-learning environment (Role of management: training, Role of management: ICT integration, Management support, Support from the chalk face, Curriculum relevance)
Ch. Five.	Example 3: the University of Toronto: Background information: chosen to represent an international benchmark in this comparative study, the University of Toronto (or U of T, as it is commonly known) is the largest university in Canada (History, Modern languages at U of T: a social perspective, Language courses), Computer infrastructure (Computer provision and management, E-mail provision, Networking infrastructure), Computer-based language learning in action (Electronic communication, Electronic resources: the World Wide Web, CHASS electronic resources, Electronic resources: CALL packages, Multimedia labs, Importance of the multimedia labs, Learning approaches), Planning a computer-based language-learning environment (Role of management: ensuring computer competence, Role of management: ICT integration, Management support: technical infrastructure, Management support: academic credit, Support from the chalk face, Course structure)
Ch. Six.	Success or failure? Meeting the needs of learners and teachers: Technical requirements (Global access, Dedicated facilities), Psychological requirements (Support mechanism, Training, Integration with non-academic facilities), Organisational requirements (Implicit support, Explicit support, Course design), Pedagogical requirements (Computer as a tool, Computer as a tutor, Computer as a resource, Constructivism versus behaviourism)
Conclusion.	A framework for an effective environment: What is a computer-based language-learning environment?, What is involved in creating an environment? (Technical sufficiency, An integrated infrastructure, Growing a culture, Time, Human resources, Strategic planning, Facilitation of learning approaches), Do they work?, Future research
Bibliography
Index