The introduction of Information and Communication Technology (ICT) in education has greatly transformed and improved the quality of teaching and learning worldwide. In Malawi, efforts are continuously being directed towards having ICT resources in all primary schools through different ICT interventions. Though the interventions are likely to be widespread, there needs to be empirical evidence if they are contextually conceptualised before being introduced into the schools. This research examines how ICT interventions in Malawi's primary school education system are planned, introduced and guided in the primary schools. The main aim of this study is to analyse the activities and processes taking place in the contexts that the ICT interventions are being introduced. The study used a qualitative research approach to investigate the roles, processes and collaborations between government institutions and ICT providers in conceptualising ICT interventions through interviews and analysis of documents. An Activity System Analysis was used to draw relationships between and within how the interventions are conceptualised at the national level. The findings reveal gaps in national education plans and policies as formal guidelines that regulate primary school education system investments. The efforts by the various ICT intervention providers are unguided and unregulated, and the process of conceptualising and implementing the ICT interventions in primary education is still in the form of experimentation being led by the intervention providers rather than the Ministry of Education.