The Internet for English Teaching:

Some guidelines for teachers
Guidelines for planning and implementing network-based learning projects.
1. Consider carefully your goals
  Little is usually gained by just adding random online activities into a classroom. Clarifying course goals is, thus, an important first step toward successful use of the Internet
2. Think integration
   There is a significant difference in educational outcome depending on whether a teacher chooses to incorporate e-mail classroom connections as (1) an ADD-ON process, like one would include a guest speaker, or (2) an INTEGRATED process, in the way one would include a new textbook (in Warschauer, 1995a, p. 95).
3. Don't underestimate the complexity
  It is better to start small and to create the kinds of activities which have a direct purpose and are well-integrated into classroom goals.
4. Provide necessary support
 Mindful of the complexities which can arise in Internet usage, teachers need to provide support sufficient to prevent students from being overwhelmed by difficulties.
 References:
Warschauer, M. (1995a). E-mail For English Teaching. Alexandria, VA: TESOL Publications.
Source
Warschauer M., & Whittaker P. F. (1997). The Internet for English Teaching: Guidelines for Teacher TESL Reporter 30,1, pp. 27-33.

 
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The Tunisian Network of English Language Teaching

Summer School 2001