Computers and language teaching have walked hand to hand for a long time and contributed as teaching tools in the language and second language classroom.
Computers and technology are still fearful and unsafe sources for many teachers, everywhere in the world despite the latest advances applicable to language teaching such as specialized websites, blogs, wikis, language teaching methodology, journals, and so. Although many countries have done institutional efforts to modernize their equipment, spent large amounts in technology, proved the positive effects of integrating computers in language learning, many teachers still miss the appropriate interest, strong will to learn and a challenging attitude towards teaching with computers. Most of the time the reasons are the lack of time for out-of school training in combination with the natural difficulty in incorporating new working schemata within their own classrooms. Besides, institutional organizations, district and national educational boards, and even publishers are doing important institutional efforts to strengthen the presence and evolution of distance and online education. As a consequence, computers should no longer be a little more than a way to typewrite (as they are sometimes today), send messages and, when lucky, to browse out for information on the net (Johnson & Eisenberg, 2006). Therefore, one major concern that is commonly shown by both teachers and education boards is how to motivate and instruct teachers to integrate computers and ICT into their classes.
