Representing issues discussed at the EduSummIT 2011 relative to essential conditions and barriers to successful technology integration, this article presents a systemic analysis of barriers that needed to be overcome for an information technology initiative (Remote Networked School project) to be successfully implemented. The analysis was conducted from an activity theory framework. Barriers were conceptualized as tensions that pulled constituents of an activity system or activity systems in opposite directions at four distinct levels of contradiction. Chains of tensions–pivotal actions that led to the overcoming of barriers were identified. Twelve exemplars illustrate how roles, policies and routines were transformed for necessary conditions to be in place in small remote schools. As emphasized by our application of activity theory, these conditions, which parallel the essential conditions formulated by the International Society for Technology in Education, can never be taken for granted by the educational agents of a specific setting. In the case presented, activity theory explains that the overcoming of barriers is an ongoing exercise as some tensions get resolved, reappear or give way to new ones.

ResearchK-12 virtual schooling is a field still in its infancy with little systematic research and a noticeable absence of research design models. To further develop the field, some have called for the development of a more robust research base (Archambault & Crippen,

EduSummIT 2013 featured a working group that examined digital citizenship within a global context. Group members recognized that, given today's international, regional, political, and social dynamics, the notion of Bglobal^might be more aspirational than practical. The development of informed policies and practices serving and involving as many sectors of society as possible is desirable since a growing world's population, including students in classrooms, will have continued access to the Internet, mobile devices and social media. Action steps to guide technology integration into educational settings must address the following factors: national and local policies, bandwidth and technology infrastructure, educational contexts, cyber-safety and cyberwellness practices and privacy accountability. Finally, in the process of developing and implementing positive and productive solutions, as many key members and stakeholders as possible who share in-and benefit from-students' digital lives should be involved, from families and educators to law enforcement authorities, from telecommunication organizations to local, provincial and national leaders.

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