It has become increasingly important for educators to examine successful ICT implementations with the aim of understanding precisely what makes them successful in teaching and learning. In this study, an analysis of data from qualitative case studies of four Canadian schools illuminates factors that facilitate successful ICT implementation. Findings suggest that informal ICT education, such as ‘just‐in‐time’ learning, is most influential. Furthermore, supportive and collaborative relationships among teachers, a commitment to pedagogically sound implementation of new technologies, and Principals who encourage teachers to engage in their own learning are viewed as highly useful factors.

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In many cultures silence is an accepted and valued aspect of classroom participation and learning.

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