In a recent publication, Mishra and Panda (2020) reasserted ‘policy-capacity-technology’ as a theory of change model in effective implementation of technology-enabled learning (TEL), and at the same time underlined “to engage in capacity building in institutions and focus on our collective understanding of ‘learning’ in a ‘networked’ society, making use of resource-based learning within and beyond the Commonwealth in the broader sense as well as in the contexts of socio-cultural and educational ecologies” (p. 237). In this change model, research on TEL assumes considerable significance. The current focus on provisions and mechanisms notwithstanding, we need to go beyond to address if at all and how technology facilitates teachers’ teaching and learners’ learning (Kirkwood & Price, 2013).