This chapter summarizes a doctoral study (Lund, 2003) that investigated teachers of English in Norwegian Senior High schools and their use of Information and Communication Technologies (ICT). The aim was to examine how teachers perceive the impact of ICT on their school subject, how they practiced in technology-rich environments, and how they appropriated ICTs to transform and expand their practices. The conceptual framework and theoretical perspective guiding the analysis were drawn from sociocultural perspectives and especially Cultural-Historical Activity Theory. The chapter discusses current and future issues related to teaching English in technology-rich and networked environments.
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