In the UK and Ireland, the context in which CALL is developing in higher education is changing. Language teachers in universities may increasingly be involved in CALL development and research, but their universities are simultaneously increasing formal central support for all staff in adopting and exploiting new technologies. In both CALL, and this wider adoption of technology, we see distinct areas of practice and research emerging. In such a context of change and growth, it is not always clear where the work of specialists in languages might dovetail with that of staff working across the institution to enhance the use of technologies for learning and teaching. In this paper, the author will examine common themes and approaches between CALL and what is often labelled ‘learning technology’ from a communities of practice perspective, and ask where and in what ways each can inform the development of the other.