In Egypt, teachers of Arabic do not study the computer in the syllabus of their preparation in Faculties of Education. Moreover, they do not use it in studying any of the syllabi until they graduate as teachers. This issue seems to have been lost between the extreme simplification of technicians from one side, and the sharp overlook of linguistics from the other side. The issue is inevitably difficult and interrelated so that simple solutions or tricks will not do. It is also so important and vital for the information society where the labor of information, its industries, and services will prevail. Behind this research is an invitation to modernize the outlook of the Arabic language as a whole. It is a demand that corresponds to the duality of the computer and the English language and many other languages, such as Russian, French, and German. Such a demand requires a full revision of all sides of the linguistic system where the mechanic system imposes on the topic, it handles a degree of accuracy and completion without which it cannot be subjected to the logic or the machine. Use of the computer in preparing the teacher of Arabic is based on showing the relationship of Arabic to a computer. This requires subjection of accurate science handling. The attempt at adjusting the linguistic theorizing of Arabic and handling it mechanically is the aspect that helps to reveal the position of super theoretical knowledge on the side of scientific maturity of applied sciences. This research is an attempt at showing the duality of culture that prevails over Arab societies. Such a duality is one of the main reasons for the deformity of culture and scientific view, and the deformity of the intellectual and educational product. (AEF)