Learning is increasingly multimodal but some teachers fear change and so keep their traditional practice. There is a mismatch then between class and social life. Developing technology literacy for teachers is essential. A mentor/facilitator has to guide the teachers to be more creative. Digital literacy means the ability to use digital artefacts is an integrated part of learning. Learners have an infinite amount of information available through the internet. Changes are so rapid now teachers need to keep to date.

The study undertaken was an interpretative qualitative paradigm and used connectivist learning theory. The question was how do teachers in secondary schools make use of proposed design?

Data was collect using questionnaires, individual interviews and group interviews. The results showed that there remains varied technology use beyond a computer. Factors appeared to be crucial to this which were the initiative must come from grass roots and not be imposed, educators need support, HEI should provide training in class for student teachers and training is the key.