Remote sites in South Africa can be characterized by a lack of inter-city transport, lack of societal infrastructure, and minimal computing resources and access to them. As a result, Kindergarten-12th Grade (K-12) education has not used many features of educational technology that require significant bandwidth. This case study analyzes the availability and uses of teaching techniques and computing technologies in Grades 10, 11, and 12 Computer Applications Technology classes in a remote town in South Africa. The technologies and techniques trialed showed promise of usefulness in being more engaging to student interest than those presently used. Some students, who desired a job in IT in the future, were more motivated and remembered more than others. The technologies were a bit tricky in setting up and it was recommended that the researchers, in addition to special work sessions with the teachers, team taught with the teachers for their first time using the technologies. For advanced students, a computer club was recommended that might allow students to explore subjects and job opportunities that did not fit within their class structure. Human factors issues focussed on ease of use and intuitiveness of technologies for both teachers and students. Classes are only 50minutes and, within so short a time, if the technology becomes a hurdle rather than a vehicle for teaching a class concept, it defeats its own purpose. Thus, technologies need to be selected carefully and all supporting technology needs to be installed and ready for use. For companies developing K-12 technologies, if they have a preference for e.g., browsers, they should provide a hyperlink to the download site for their users. Also, all software should have a one-page summary of commands and software use.