Curriculum should drive technology, not the other way around. Students come to programs to study English, not computer skills. Taking students to the computer lab is enjoyable and worthwhile, but, by itself, does not constitute a reason for them to travel several thousand miles to study. Nowadays, students are often at the same level or more advanced than their teachers and time doesnıt have to be spent on teaching computer skills. Rather, work with computers can now be a means by which homework tasks are performed and projects completed. In International Programs, infrequent but long faculty computer training sessions proved ineffective because teachers did not retain the skills they learned if they were not integrated with their normal repertoire. Ways to implement new skills, software applications, websites, etc. in courses should be made explicit during faculty training sessions. Course designers need to integrate CALL work in courses in ways appropriate to the programıs goals and objectives. But this, by itself, is not sufficient since teachers may simply choose to ignore the CALL component, and it is unlikely that courses will be designed to be undoable without IT.

Therefore, a faculty member should be designated as the CALL consultant. The consultant can tailor advice to each teacher's particular needs. Teachers meet with the consultant at the end of each week to plan ways to integrate CALL with lessons for the coming week. They meet again at the end of each week to follow up on how things have gone. A teacher should always have a clear idea of why CALL was used in relation to a particular lesson, activity, or project; and a CALL dimension should never be included without a clear rationale for how it can facilitate attainment of course-related objectives. In getting teachers to make the effort necessary to successfully integrate CALL with their instructional activities and to help them maintain their motivation, it is essential that the effort required is not simply added on to an already heavy work schedule, but that the program provide extra time and compensation, as appropriate. Finally, the program should have some means by which teacher progress in implementing CALL appropriately is measured. This might involve a targeted question included in those that students answer to evaluate the program. The consultant's effectiveness should be based on the premise that the help provided will not be related to the teacherıs evaluation.

In conclusion, based on the way in which the use of CALL has evolved in the ELP OF UCSB International Programs, the following guidelines seem essential for success:

• Give students an experience they canıt receive elsewhere
  
• Make sure that curriculum drives technology use
  
• Use computers to complement and enhance instruction
  
• Provide training and use of com- puters, for teachers and students, that is frequent, contextualized, and applicable
  
• Ensure that teachers are aware of the aesthetic dimension of work- ing with computers as well as the fact that technical knowledge is not imperative
  
• Design courses so that computers are used appropriately
  
• Provide teachers with regular access to a non-evaluating CALL consultant who will answer questions teachers may be hesitant to ask publicly as well as provide guidance with lesson planning
  
• Provide extra time and compensation to teachers, as appropriate
  
• Have only the students, the academic coordinator or the director do formal
  evaluation of teachers' success in integrating CALL
• Conduct ongoing organizational reevaluation of CALL's function as well as ongoing actions to effect its proper use.
  

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  Bill Hellriegel, Academic Supervisor, English Language Program, University of California, Santa Barbara Extension, International Programs, Santa Barbara.