Abstract
SUMMARY By looking back at the introduction of interactive video into two British primary schools a few years ago, this paper illustrates the observation that the success of an innovation in the classroom is determined as much by the conditions within which it operates as by its quality. It compares the experiences of teachers in the context of the schools and describes the issues they faced as they tried to integrate the technology into their classroom teaching. The paper then looks forward to moves into computer‐based multimedia for primary schools. It discusses important issues associated with learning via this technology, and how children will need teachers’ support if they are to make the best use of multimedia software that will arrive in their classrooms.
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