not the technology itself that will bring about the learning or solve pedagogic prob-lems in the language classroom, but rather the affordances of those technologies andtheir use and integration in a well-formulated curriculum

eachers’ digital litera-cies and their preparedness and motivation to introduce technology in their teachingwill largely impact on the extent to which technology-mediated TBLT will be viable asan innovation (Hubbard 2008)

The addition of new technologies to people’s lives is never neutral, as it affects them,their language, and their personal knowledge and relations (Crystal 2008; Jenkinset al. 2009; Walther 2012)

“digital natives”(Prensky 2001)

Warschauer has long warned, computerand information technology is no magic bullet and can be used to widen as much asto narrow social and educational gaps (Warschauer 2012

particularly newInternet-connected devices and digital technologies have become embedded in thelife and learning processes of many new generations of students (Baron 2004; Ito et al.2009)