In 1996, The Advisory Board on English Education (ABEE) prepared a brief on the integration of technology into English language schools,1 noting the particular needs of these schools, especially in rural areas, and making recommendations on accessibility, teacher support, and school organization, among other issues. Yet the technology available for classroom use has changed, it has done so at a speed unimaginable in 1996, and done so qualitatively as well as quantitatively, making it imperative that a broad-based discussion of technology in teaching take place as part of our changing understanding of teaching and learning.

This brief addresses both the general issues and those pertinent to the English education system in Québec.