This article reports on a study of classroom technology integration. The main purpose of the study was to empirically address the questions of "why don't teachers innovate when they are given computers?" and "why don't teachers integrate computers in their teaching in more meaningful ways?" The authors followed a group of K-12 teachers who were recipients of a technology grant program and were attempting to integrate technology-rich projects into their classrooms. The study found eleven salient factors that significantly impact the degree of success of classroom technology innovations are found each of which can be placed in one of three interactive domains, the teacher, the innovation, and the context. The authors discuss these factors in detail and suggest approaches for successful technology integration into classrooms.
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