Abstract
This ethnographic case study describes and analyses the conditions that support the seamless integration of information communication technology (ICT) into the classroom with school initiated student one-to-one computer ownership program in a primary school from a sociocultural perspective – activity theory. The findings suggest the importance of two factors: technological infrastructures and teachers’ beliefs and practices. In addition, curriculum, school leadership and professional development also play less visible but supporting functions in the process of integrating ICT into the teaching and learning process.
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