“ Egbert, Paulus, and Kakamichi (2002) observe that language teachers frequently incorporate into the curriculum only those technologies that they use outside of the school environment in their personal lives, despite whatever pre-service or in-service training courses they have received on CALL [computer-assisted language learning].
The tendency is to gravitate toward new technology that fits current practices rather than transforming practice through the application of new technology.” (Blake 2008)
Technology is constantly changing
Integrating new practices is time consuming and labor intensive
Most of the training is self-directed
Trial and error
Despite the challenges, the effectiveness of CALL is backed up by the SLA literature