Classroom instruction has undergone dramatic changes with the increasing integration of technology and pedagogy. Currently instructors endeavour to unearth effective teaching strategies that capitalize on technology while utilizing both proven and innovative teaching strategies. Research has revealed that collaboration, games, and focused feedback are successful pedagogical approaches.

Seasoned teachers are sometimes reluctant to introduce new technology into their classroom. They usually see this as just a gadget or fad that does not necessarily enhance teaching and even sometimes disrupts the classroom. Technology that does not work is the worst foe of the foreign language teacher, even in ter- tiary education.While the radio-cassette/compact disc player has finally made its way into the classroom, computer technology is still at bay, for various reasons.

The cognitive, affective, and social challenges of language learning during study abroad have been well documented (Freed 1995a; Parker and Rouxeville 1995). Although young adult learners may be better at disguising their distress than my then 14-year-old son, quoted above, it seems that most learners experience a similar sense of dislocation in their new environment. This paper draws on journals and other qualitative data from undergraduate exchange students in the Anglophone and Francophone Caribbean to explore how these challenges affect learners.

Globalisation, economic pressure on education, and the development of new communication technologies are forcing us to rethink the objectives and methodologies of foreign language education in the Caribbean.

President Mary Futrell, General Secretary Fred van Leeuwen, and distinguished colleagues all, it is with sincere gratitude and deep humility that I receive the Education International Albert Shanker Education Award for 2004. Lifetime awards for service cannot be attributed only to the individuals who receive them, for no one is an island or self-made. So tonight let me immediately acknowledge my family, represented here by my wife, Sharon, and daughter, Catherine, who nothing could keep from being present. Their love and support have been integral to any achievement of mine.

The invitation outlining my participation in this evening’s activity said: “You will be expected to give your views on the topics discussed in the book and comment on Professor Miller’s work.” As I looked at the time that accompanied the invitation I immediately experienced anxiety tremors at the formidable task I was required to undertake; but decided it could be done if I bit off only as much as I could manage to digest in the short period of time allotted.

This is an occasion for celebration!-the launch of a major scholarly work by Professor Errol Miller after 20 years of research in an attempt to explain masculine and feminine roots of teaching. It is cause to celebrate, as the book breaks new scholarly ground in its interdisciplinary perspectives, “historical sociology” of the teaching occupation.``

This case study is about introducing computer-assisted instruction (CAI) in primary and secondary schools in Jamaica. The management of the educational system is school-based and, since 1989, the Government has imposed a policy of partnership with the private sector and communities in providing and reforming education in the 1990s. This case represents bottom-up educational reform as both the Government and the international agencies rendering development assistance have placed low priority on computer-assisted instruction in primary and secondary schools.

The present writer, Miller (1971), has postulated that one of the legacies of colonialism, slavery, and the adoption of British social philosophy in Jamaican society is that members of the society are socialized to habitually evaluate worth according to three major criteria: