Introduction

The significance of educational technology, computers and the Internet, in the work of a foreign language teacher is not to be questioned nowadays. The dynamic development of new technologies, the expansion of the Internet in every single sphere of life together with a significant decrease in the price of educational software and office applications, all add a new dimension to the foreign language instruction, by providing the elements of authenticity, recency, variety, choice and interactivity to increase the effectiveness of the teaching process. Thus, in order to enhance language teaching a proper consideration of Information and Communication Technology (ICT) teacher training needs to be done in the context of official requirements for teacher education, as well as future teachers’ needs when confronted with the technical possibilities they may come across in their everyday practice.

In order for ICT training to be systematic and comprehensive, it needs to be considered on a variety of planes, with a shifting focus on various competences and skills. With the existence of a wide range of branches of Computer-Assisted Language Learning (CALL), such as Internet-Based Teaching (IBT), Computer-Mediated Communication (CMC), Data-Driven Learning (DDL), Computer-Adaptive Testing (CAT), Open Distance Learning (ODL), to name just a few to portray the richness of possible applications of ICT in foreign language teaching, the reflection on the directions of ICT teacher training in the modern philology programme is necessary in order to tailor the instruction to the requirements of the Polish educational system.