They published and spread posters of the events in their localities. In spite of being treated with certain indifference by public authorities, these associations published periodic newsletters that were tourist references of the time. These non-profit entities and with little financing emerged mainly from private initiative to promote the tourism development of their locality or region. The generically-called Tourist Information Offices were a key element in the promotion of tourism in Spain in the first third of the 20 th century.
Además, intercedieron repetidamente ante las autoridades y el empresariado con el objetivo de mejorar en nuestro país los accesos, los transportes y los alojamientos. Pese a ser tratadas con una cierta indiferencia por parte de los poderes públicos, estas asociaciones publicaron boletines periódicos que fueron referentes del turismo de su época, editaron y difundieron carteles anunciadores de los festejos de sus localidades, facilitaron información gratuita a los turistas y organizaron excursiones, ciclos de conferencias, exposiciones, festejos y congresos. Estas entidades, sin ánimo de lucro, con escasa financiación y frutos mayoritariamente, aunque no exclusivamente, de la iniciativa privada, nacieron con la finalidad de potenciar el desarrollo turístico de una determinada localidad o región. Los denominados genéricamente Sindicatos de Iniciativa y Turismo fueron una pieza clave en la promoción turística en la España del primer tercio del siglo XX. This problem is likely to be solved by improved technology if an appropriate level of professional software development can be achieved. One problem, however, is that the current generation of microcomputers is capable of embodying only a restricted model of reality and hence can create only limited learning environments. What can computer based techniques do that cannot be done by any other technique? Is it desirable or necessary to do it? Discussion of these questions leads to the conclusion that there is a powerful justification for the use of computers to the extent that they are capable of creating learning environments with which the learner can interact.
Two fundamental questions are asked in this paper as a first step towards arriving at a rationale. The use of computers has to be justified and rational. There is a danger that the novelty value of microcomputers in language teaching and the excitement aroused by their introduction is resulting in more attention being paid to the tactics of software design than to strategies for the exploitation of the new technology. Based on the findings, four recommendations were made. Findings of the study led to the formation of a number of provisional hypotheses. The data obtained was categorized, described, and discussed according to issues pertinent to the research questions. The second was collected by sending a questionnaire to key personnel in the major CALL projects in Canada, the U.S.A. The first type of information was obtained from articles reporting on CALL projects. Three research questions were isolated: (1) what aspects of language and language learning can computer technology best address, (2) what roles can computers play in language and language learning, and (3) what are examples of conditions favourable to the integration of computer use into the language classroom environment? Two kinds of data were acquired.
The purpose of this investigation was to examine projects in computer-assisted language learning (CALL) to seek answers to fundamental design and implementation questions.
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