The School of Continuing Teacher Education (SCTE) in South Africa, a Newly Industrialized Context, trains about 24 000 in-service teacher students through Open Distance Learning (ODL).  Student support includes printed study material, CDROMs, contact classes at 36 tuition centres, SMSs, and some Internet-based interventions.  Few students use electronic technologies to augment their learning, and the SCTE employs few to support students.  This does not comply with the South African Government’s policy on e-Education that demands ICT mastery in teacher training.  This paper describes the process of developing a learning technology framework for unqualified and under-qualified teachers to expand their qualifications.  The SCTE needs a people-centred solution.  Limited Internet connectivity, low computer literacy, technological disadvantage and technophobia hinder learning technology adoption.  With the paper-based ODL history as a starting point, data reduction and concatenation filtered the needs of staff and students from firsthand accounts, interfaced with the affordances of evolving learning technologies.  Cues from the Technology Acceptance Model provided structure for initial interviews and surveys, while the Technological Pedagogical Content Knowledge model guided implementation. University policies and statistics augmented the input from management.  Careful implementation of learning technologies for ODL should take into account
the diverse backgrounds of students, established courses, university culture and leapfrog into emerging technology implementation.  The e-readiness of students and the e-maturity of the institution moulded the initial framework.  The evaluation of implementation initiatives governed the cyclic process to match the multimodal implementation strategy.  The influence of suspected technological disadvantage and technophobia seemed overrated.  The initial framework remains emergent for the interim.