Whether there exists a separate ICT theory seems to divide scholars. Lim (2002) argues that because technology has become an integrated part of all walks of life in a relatively short period of time and its use is being promoted in the national curricula worldwide (Ham & Cha, 2009; Kozma, 2008; Tondeur et al., 2007a; Voogt & Pelgrum, 2005), technology cannot be separated from several independent variables, such as when, where, how and by whom it is used. In this sense, ICT research always takes the sociocultural perspective into account (Lim, 2002) and such perspective seems to have derived from Vygotsky’s (1978) sociocultural approach, more specifically the Activity Theory, according to which learning is always constructed through interaction. Technological devices are ubiquitously used (not only) in teaching and learning contexts. Therefore, learning processes with technological tools have become an integral part of teaching and learning contexts as mediation (Lim, 2002) or intervention (Somekh, 2007) tools of knowledge construction, sharing and internalisation. These interactions are the activities themselves (Lim, 2002; Vygotsky, 1978), which are always part of a bigger context other than the material and the learner, and are inseparable from independent variables such as the place and quality of instruction, peers, tutors, etc. This interconnectedness makes it difficult to isolate the theoretical foundations of ICT research from theories of education, and indeed ICT is rarely researched in isolation. That is why many researchers argue that ICT theory should not, therefore, be separated from already existing theories of teaching and learning (Lim, 2002; Sutherland et al., 2004).