Factors contributing to teachers' successful implementation of IT

By Colette A. Granger, M. Morbey, Heather Lotherington, R. Owston, Herbert H. Wideman. Journal of Computer Assisted Learning, 2002

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Interactive whiteboards: boon or bandwagon? A critical review of the literature (2005, background): “…with ICT, however, were less able to be self-reliant, preferring instead more sustained and individual guidance on a 'need-to-know' basis (Granger et al. 2002), or as part of more structured continuing support, such as where more experienced users work alongside novices (Glover & Miller…”
Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2007, background): “Granger et al. (2002), in their study of four schools in Canada, found that teachers stressed the importance of principals providing encouragement for teachers by acting as advocates in a period of fiscal restraint and everincreasing demands on educators.”
Determining factors of the use of e-learning environments by university teachers (2008, background): “We should consider that implementing technology in education is complex, shaped by pedagogical philosophies, curricular requirements, and the proliferation of ICT in society at large (Granger et al., 2002).”
Empirical study of motivators and barriers of teacher online knowledge sharing (2007, background): “This ‘‘just-in-time’’, as opposed to ‘‘just-in-case’’, need-to-know basis can transform teachers into active knowledge builders possessing substantial autonomy regarding the specific knowledge they require ( Granger et al. 2002 ).”