4. Technology connects people through networking but it also isolates people and long association with machines can make the teacher-learners become less proficient in social skills. It is very important to make them work in groups and emphasise collaborative learning. Teacher educators should not be overwhelmed by the reports of group fights and complaints and resort to individual submission. Teacher-learners can be encouraged to discuss their problems and work out solutions. Some of them may not be ready to talk about their problems. Anonymity encourages learners to share something which they wouldn’t talk about normally. So a box can be kept in the class wherein they post their problems without writing their names. From the box the chits could be taken out one by one and the teacher-learners can be asked to work in groups to find solutions. The teacher can carefully guide the plenary session subtly adding her own remarks. Other ways of sharing may be through message boards, emails or a blackboard specially marked for this purpose.

5. Even the teacher-learners with inadequate language competence were able to teach better by using Technology Aided Language Learning Materials. But they needed a lot of help in using their presentations well and exploiting the potential of the materials they had. Specific guidelines should be prepared to help these teacher-learners to exploit the technology maximally for providing natural exposure to the students they teach. In the present study an external observer worked with them the day before their teaching day and helped them to say something more about each of the PowerPoint slides they had prepared.