Basic and secondary schools in developing African countries such as Ghana, Nigeria and Kenya are gradually being equipped with computers to facilitate teaching and learning. It has however been observed that some necessary preliminary considerations implied by the Technology Acceptance Model have been undermined by stakeholders. Consequently, many schools in these countries encounter seemingly insurmountable challenges in their effort to incorporate computers in teaching and learning, and the new computers in some schools are somewhat redundant. In this study, an effort is made to conceptualize considerations neglected by stakeholders in their effort to supply computers to schools and their accompanying difficulties. This study also attempts to provide an adapted framework that could guide stakeholders in addressing challenges identified.