The Computer for Every Child Program is part of the attempt of the government of Macedonia to increase the workforce skills of youth and jump start economic growth. Based on the promise of the ruling party to provide one computer to every student, the program also includes the deployment of digital content for the natural sciences, and teacher training and support. This paper is aimed at examining the program as a whole by looking at its design and exploring the processes of appropriation of technology by schools, teachers, students and families. The research data was collected from official documents and interviews with key stakeholders involved in the conception phases of the program, teachers, principals and parents. The paper offers some important learning about (a) on-the-ground enactment of technology-integrated instruction, (b) teachers' and students' perceptions of program impact, and (c) successes and challenges from an instructional perspective.
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