Teaching with technology in the post-pandemic digital age: Technological normalisation and AI-induced disruptions

Abstract

Technology has long been a valuable resource for language teachers to use to support their teaching and student learning (Li, 2017). Despite efforts from educators, scholars, and policymakers, however, the full integration of technology into language teaching, or ‘normalisation’ defined by Bax (2003) as “the stage when a technology is invisible, hardly even recognised as a technology, taken for granted in everyday life” (p. 23), had not been evident in language classrooms in many contexts (John, 2018). Following the steps of ‘normalised’ technology integration in other human domains (e.g., banking, travel, medicine, entertainment), this special issue examines how technology might be reimagined in the language teaching context.