Normalization of Bax in the Saudi Kingdom

1- The development of technology and CALL overtime has created a significant need for the integration of technology in the daily classroom practices. According to the author, technology has developed from focusing on individuals to focusing on communicative groups and so language teaching has been affected by technology.

I agree with Bax that technology is of a great importance in the current classroom environment and that technology makes learners classroom-oriented and motivated to learn, participate, and interact.

The author claims that once technology is commonly used in the class, then we have reached the state of normalization. Technology has become normal in the class. In order to reach this stage we should adopt technology, try it, try it again, and then normalize it.

The article mentions that there are two fallacies that constitute a challenge for CALL in the educational context. The first one is the teachers’ attitude towards CALL and their awe and fear of using CALL. The second fallacy is the successful implementation of technology in the school. It is not enough to have technology in the school but the key point is using this technology.

A- According to Bax, the following changes should be take place in order to achieve normalization of CALL:

* The most important thing in the class is that teachers have positive attitude towards technology. Teachers who do not like or use technology will not use it in the class. Teachers should be made aware of the importance of technology and that it has become a factual matter in life.

* It is not correct that the availability of technology in the class is that the whole story is right. The most significant thing that teachers already use this technology and make the full use of it in the class. The matter is not just having technology, but the matter is using this technology.

* The most important thing is that the teachers face difficulties in their teaching and administrative loads in the schools. Such loads are obstacles for teachers to design, search, and innovate digital materials for their students. Also, teachers are overloaded with the heavy curriculum and their need to pursue the curriculum deadline. The focus should be on the quality and not on the quantity.

B- The above mentioned changes and important to take place in the Saudi context. Students and teachers should get enough attention regarding their preparation to use technology and to benefit from technology. Also, the schools and the educational officers should provide all the technical support and infrastructure as well as the devices, PCs, internet connections for teachers to design their web-based materials.

Furthermore, I see that students should be trained to use technology at their own pace at home at any time of the day. This gives them more independence from classrooms and they practice as much as they need. Moreover, I think that students

can benefit greatly through the authentic materials provided by technological aids and interaction is enhanced. Technology greatly fosters achievement.

Also, it is a matter of fact there a considerable number of teachers are not digital natives as they stick to the old teaching styles and do not completely use technology in their classrooms. They have been accustomed to the traditional methods of teaching whether during their college years of in-service training. Their earlier syllabuses did not incorporate technology in the curriculum and teachers were thus reluctant to use technology in their classroom, mainly because they do not know how to incorporate this. Teachers should be trained on how to design their lessons using technology and how to address the different needs of their students.

However, despite all of these supporting points for the use of technology in language teaching and learning, students may get obsessed by technology such as computer, internet, and blogs and this may deviate them from their original objective. That is why technology must be under control and not to be left to control students.