Abstract
This article reports on a study of the complex and messy process of classroom technology integration. The main purpose of the study was to empirically address the large question of “why don't teachers innovate when they are given computers?” rather than whether computers can improve student learning. Specifically, we were interested in understanding the conditions under which technology innovation can take place in classrooms. For a year, we followed a group of K–12 teachers who attempted to carry out technology-rich projects in their classrooms. These teachers were selected from more than 100 recipients of a technology grant program for teachers. The study found 11 salient factors that significantly impact the degree of success of classroom technology innovations. Some of these factors have been commonly mentioned in the literature, but our study found new dimensions to them. Others have not been identified in the literature. Each factor can be placed in one of three interactive domains, the teacher, the innovation, and the context. The article discusses the 11 factors in detail and proposes a model of the relationship among the different factors and their domains.
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