Like a good deal of change in education, the integration of digital technologies into language teaching and learning has a tendency to be a slow moving, often uncertain, process, whose advance is punctuated by a series of political, administrative and educational filters. These operate at both a global (i.e. international and/or national) and local (i.e. regional and/or institutional) level. Like a train setting off from its departure point travelling towards a final destination – the “normalisation” of CALL perhaps, where computer technology becomes “an integral part of every lesson, like a pen or a book” (Bax 2003: 23) – we all see this process from the unique standpoint of our own institution, though in fact our journey takes place simultaneously within regional, national and international boundaries. Departure and arrival points will inevitably differ: delays may vary, but are to be expected. And although the view from the window, including the stations we stop off at, might look very similar, even identical at times, we will invariably recount different experiences at the end of our journeys – assuming, of course, we ever arrive!