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In recent years, it has become an issue of growing concern that, despite undiminished enthusiasm in the research community, the application of corpus tools and resources in the classroom remains limited. In this paper, I will argue that focusing on the role of the teacher in the process of using corpora in the classroom is an essential step towards popularising this approach. It is vital that future language teachers can discover corpora and concordances as part of their initial training from the perspectives as learner and as teacher. To this end, I will present and discuss a case study in which student teachers were introduced to corpus analysis and trained how to teach with corpora. Data on the reflections and opinions provided by the student teachers will highlight the significance and potential of such a course.

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Online technologies are becoming ubiquitous in higher education and present both challenges and opportunities for those involved in learning and teaching. This chapter reports on the research-enhanced implementation of Electronic Assessment Management (EAM) within one faculty of a university in Sydney, Australia. This research was conducted as a qualitative case study. Questionnaires were used to investigate staff and student experiences of EAM, and the researcher's reflective practice made it possible to capture important details of the implementation process mediated through the researchers as participants. The research found enormous potential in EAM implementation for cultural transformation in learning and teaching. The authors argue that the move to EAM is now a viable option for universities. The combination of a rapidly evolving higher education landscape, evidence from exploring both staff and student experiences of engaging with EAM, and the benefits which the transition offers for the professional development of academics make the use of EAM essential for reasons of both pedagogy and efficiency.