Technological and scientific progress made it possible for children with a chronic condition to overcome their physical difficulties (Gültekin & Baran, 2007; Tielen, 2003). Keeping contact with school seems to be an important prerequisite to reduce the side effects of an illness of sick children (Bessell, 2001; Shiu, 2001). Long-term ill adolescents are at increased risk of educational difficulties which eventually will undermine their academic motivation and self-esteem (Maslow, Haydon, McRee, Ford & Halpern, 2011; Michaud & Viner, 2004; Porter, 2008; Servitzoglou, Papadatou, Tsiantis & Vasilatou-Kosmidis, 2008). Adolescents who are cut off from social contacts can develop psychosocial problems, feelings of being different or fears of being rejected (Bessell, 2001; van Wageningen, 2004). Porter (2008) and Wallander et al. (2003) stressed the importance of maintaining the connection between home and school for smoothening the reintegration and for the adolescent’s academic, social and emotional development.

Researchers argued that the continuity of education for chronically ill adolescents is an important way to avoid social isolation, psychosocial problems or the accumulation of learning difficulties (Harter, 1999; Schnabel & van den Boom, 1998). Previous studies suggested that ICT could be an effective tool in reducing risks of being long-term absent from school by providing the continuity of the social and educational life of the sick children (Hsia, Tennyson & Wu, 2010; Lombaert et al., 2006; Searle, Askins & Bleyer, 2003).

According to Lombaert et al. (2006) and Tielen (2003), ICT plays an important role in assuring the continuity of education. Sick adolescents reported that homebound schooling was the least favorable option for the continuation of education due to the lacking of social contact with peers (Fels & Weiss, 2001; Searle, Askins & Bleyer, 2003). Researchers referred to ICT as a suitable medium for learning groups with special needs (Devos, 2007; Tielen, 2003). For example, it can enable sick students to follow classes live at home by using educational software and interactive learning platforms (Beauchamp & Kennewell, 2010; Hsia, 2010).

Previous research also pointed out that going back to school was often accompanied with a fear of rejection by peers because of physical changes or social isolation (Davis, 1989). According to the study of Tielen (2003), 5-10% of long-term sick children used ICT to keep contacts with friends and to keep up with the school. ICT tools have the advantage of eliminating alienation from friends and facilitating school reintegration (Anderson & Rourke, 2004). Using ICT supported learning tools can reduce their feelings of loneliness and isolation and help sick children to be less socially withdrawn (Battles & Wiener, 2002; Nicholas et al., 2007). Thus the continuation of education and contacts with peers is very important for preventing maladjustment or emotional problems, for which ICT can play an important role (Asbjornslett & Hemmingsson, 2008; Madan-Swain et al., 2004). However, in the available literature, there is still a lack of empirical studies to unvavel whether and to what extent ICT tools can play for meeting the educational and social needs of chronic sick adolescents.

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