“... learning tasks ... usually involve teachers and learners working towards the achievement of outcomes that are desirable and measurable. Usually the focus of work in tasks is making or communicating meanings. Most often, tasks consist of pre-, during- and post-stages that could be framed in terms of a problem identification-solution routine, the negotiation of meaning(s) or the application of knowledge/instruction in a specific context or contexts. In planning and implementing tasks, teachers and learners are required to make decisions that control the work that is done.” (Towndrow, 2007, p. 56)

“... the use of ICT in language teaching and learning will not be justified by its availability or the scale of the investment made. Rather, the only way to establish the utility and usefulness of ICT in language learning is through the demonstration of value-added learning outcomes by students both now and in the future. If these things can be done, universally, the purposes of language teaching and learning with ICT will be clarified and immeasurably improved.” (Towndrow, 2007, p. 86)