The teaching of any second language (L2) without the use of learning technologies is now difficult to conceive. In fact, L2 education has embraced the integration of technology in the classroom enthusiastically from the earliest days of Web 1.0, with its linear communication between the expert webmaster who provided the information and the reader who consumed it, to today’s Web 2.0 environment, which allows the creation of an entire learning community where content is jointly constructed. However, Web applications are not merely an alternative to traditional pen and paper; they need to be integrated into the curriculum just as we integrate selected language components or skill development exercises into our language courses. Clearly, Web 1.0, Web 2.0, or the upcoming Web 3.0 tools can potentially revolutionize L2 curricula if they are placed at the core of instructional practice. For effective implementation, however, we need a ‘paradigm shift on the part of educators and learners, who must adapt to a new environment of teaching and learning’ (Smith and Berge 2009: 439). We also need to review our understanding of best practice in terms of the administrative and pedagogical uses of hybrid classrooms.