Technology use has become so ingrained into the daily lives of most individuals that its application in the education system has become normalized, particularly since the COVID-19 pandemic. In this rapidly evolving landscape, language teachers face the challenge of keeping abreast of the many ways in which the available digital tools can be used to mediate the language learning process, oftentimes with little formal training. This entry provides a brief context of the practices and perspectives held by language teachers and language teacher educators with respect to computer-assisted language learning (CALL), including the many challenges and pedagogical implications that have emerged from recent empirical research.