This paper reports on an ongoing research endeavor in The Gambia. The study develops a nested affordance process model to make sense of the strengthening of the national education management information system. Distinguishing lower-level technology use affordances from mid- and higher-level affordances, the three-layered nested affordance process model guides the research and contributes to illuminating findings, explaining the implementation of the Gambian education management information system. The contribution of the paper is twofold. The paper contributes with the elaboration of a stepwise framework for affordance categorization in terms of granularity levels. Second, the paper illustrates how the actualization of mid-level affordances play a key role in an organization’s quest for societal-level changes, thus bridging the gap between technology use and societal-level impact.