Yet despite the importance of such tools, neither school demonstrated that it offers such services—a fact potentially attributed to the relatively low computer usage in Palestinian-Arab sector (Nachmias et al., 2010). Although a school teacher at School A mentioned high degree of computers ownership in pupils’ homes, it seems that schools in this case are less active in this engagement. Both principals mentioned several local initiatives led by particular teachers in a bottom-up approach, but it seems that, at present, these initiatives remain limited and restricted to specific classes or subjects.