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Abstract The article examines the non-technical factors which successfully lead to an integration of information and communications technology (ICT) into the curriculum. Drawing upon evidence gathered through the United Kingdom Education Departments' Superhighways Initiative, it argues that ICT represents a different and potentially transformative technology for schools and colleges. By comparing institutions which successfully integrated ICT during the project with those which were less successful, it identifies four personnel factors which were important dimensions of the integrative school: teachers' attitudes prior to the innovation, the role of the ICT coordinator, the attitude of senior management and the existence of adequate support and training. It concludes that the interplay between these four factors provides the necessary, but not sufficient conditions, for a successful deployment of Superhighways technology in the curriculum.
Lawson et al. (Mon,) studied this question.