In 1988, James Pusack said that high expectations and low expertise mark foreign language teaching in the matter of computing (13).1 Five years later, I believe the level of expertise has been raised, while the expectations can be less easily characterized. When the applications of were still largely unexplored, claims were made that students would be able to do almost anything in the language resource center of the '90s--use animated sequences to drill grammar, read and write with on-line dictionaries and reference grammars at their fingertips, practice pronunciation, take tests, simulate use of the target language within an authentic environment and more. John Clark talked of a program, probably at the 1990 ACTFL conference, that would be able to first sensitively reveal a student's existing state of knowledge and then as effectively as possible change it and check the (Spolsky, 31). Some of these dreams have become--or are on the way to becoming-reality, but there is very little evidence of any that has been made through technological enhancement. We have books, journals and newsletters devoted specifically to in the classroom and technologically enhanced materials are reviewed in the established journals such as Die Unterrichtspraxis. However, presentations at conferences-and articles and books on the subject-frequently describe in progress with less attention being paid to presentation, the issue of ergonomics, student reactions, or results of using technology, including the practical problems involved (see R. Jones, Underwood review, Roche). The 1991 Educom Higher Education Software awards include three foreign language programs-Hanzi, a self-paced tutoring program to help students write the 2,500 characters in the Chinese language, a play-back pronunciation program for Spanish, and the French component of MIT's Project Athena interactive videodisc project. In the announcement of these programs in the Macintosh newsletter Syllabus (21 [February/March 1992]: 19), it was noted that Project Athena was still incomplete. It has, however, been tested by teachers and students at a number of institutions. In 1991, Gilberte Furstenberg, the main author, gave a most interesting and valuable presentation of the project by focusing on how students work with the program, what problems they have, and what aspects appeal most to them.2 In that same issue of Syllabus, Carl Berger states that technology often works best for us when we use it for those teaching activities that are routine or even troublesome, freeing up our time to extend or expand on the areas of teaching that we enjoy (2). This certainly describes what the Chinese writing and Spanish pronunciation programs do. In a recent Foreign Language Annals article, Chunand Brandl write somewhat disparagingly of glorified electronic workbooks, yet this may be something we need in addition to the more sophisticated meaning-enhancing exercises they are developing (257). It is worth pointing out that some less sophisticated is now taken for granted as part of a language teacher's basic equipment. The new micro tape recorders make it simpler for students to work on interview assignments, although the quality is debatable. Camcorders also make videotaping a real possibility for assignments. Word processors make newspaper production more professional looking and simpler. Thanks to such devices,