This commentary focuses on urban adolescents in Lagos, Nigeria, examining how educational technology adoption has influenced computer literacy gains over a four-year period. Educational data from multiple sources, including student surveys and school records, were analysed longitudinally over four years to track technological integration and literacy outcomes. While there was an increase in computer literacy among urban Lagos adolescents, disparities persist based on gender and use purposes. Future research should explore the long-term effects of educational technologies and consider developing tailored interventions to support all students' needs more effectively.