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The digital immigrant in me is compelled by the ubiquitous presence of this argument in the literature of education ‘Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, for an event. – Heidi-Hayes Jacobs. This notion that ICT’s allow professionals, and more particularly language professionals, to tailor the very fabric of teaching and research has accompanied my practice for quite some time.This is true within the context of teaching English as its delivery in different settings has been boosted partly by the evolution and implementation of ICT’s. However, the relationship between the former and the latter is still in its early stages and there are still questions writ large around how they can effectively harness one another. This article seeks to address how a) the varying degrees of teaching competences exert influence on the use of software, materials and resources in the digital literate language classroom of today b) the bridging of traditional learning methods and emerging student-centred ones via online platforms still remain challenges for those professionals seeking to integrate ICT’s into the teaching of English.
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