An integrative model for the dynamics of ICT-based innovations in education

Castulus Kolo & Andreas Breiter
Published Online: Dec 15, 2009
Abstract | References | Full Text: HTML, PDF (324 KB)


Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl, & J. Beckman (Eds.), Action-control: From cognition to behavior (pp. 11-39). Heidelberg: Springer.

Applegate, L. M., Austin, R. D., & McFarlan, F.W. (2003). Corporate information strategy and management: The challenges of managing in a network economy, 6th Edition. Reading, MA: McGraw-Hill.

Arnott, M. A., & Raab, C. D. (Eds.). (2000). The Governance of schooling. Comparative studies of devolved management. London, New York: MacMillan.

Behn, R.D. (2003). Rethinking Accountability in Education. How Should Who Hold Whom Accountable for What? International Public Management Journal, 6(1), 43-73.

Blurton, C. (1999). New directions of ICT-use in education. Paris: UNESCO Online: retrieved from

Breiter, A. (2001). Digitale Medien im Schulsystem: Organisatorische Einbettung in Deutschland, den USA und Großbritannien. Zeitschrift für Erziehungswissenschaft, 4(4), 625-639.

Breiter, A., & Kolo, C. (2008). Dynamics of innovations in education – The case of electronic gaming in Germany. In R. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 163-177). Hershey PA: IGI Global.

Brunner, C., & Tally, W. (1999). The new media literacy handbook. An educator’s guide to bringing new media into the classroom. New York: Anchor Books.

Cuban, L. (1986). Teachers and machines. The classroom use of technology since 1920. New York: Teachers College Press.

DiSessa, A. (2000). Changing minds: Computers, learning and literacy. Cambridge, MA: MIT Press.

David, P. A. (1985). Clio and the Economics of QWERTY. The American Economic Review, 75(2), 332-337.

Dosi, G. (1982). Technological Paradigms and Technological Trajectories: A Suggested Interpretation of the Determinants of Technological Change. Research Policy, 11, 147-162.

Dosi, G., Freeman, C., Nelson, R. R., Silverberg, G., & Soete, L. (1988). Technical change and economic theory. London: Pinter.

Edquist, C. (1997). Systems of innovation: Technologies, institutions, and organizations. London:, Pinter, London.

Ertmer, P. A. (2005). Teacher Pedagogical Beliefs: The Final Frontier in our Quest for Technology Integration?. Educational Technology Research and Development, 53(4), 25- 39.

Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.

Freeman, C. (1987). Technology and economic performance: Lessons from Japan. London: Pinter.

Fullan, M.G. (2001). The new meaning of educational change. 3rd Edition. New York, NY: Teachers College Press.

Glennan, T.K., & Melmed, A.A. (1996). Fostering the use of educational technology: Elements of a national strategy, Santa Monica, CA.: RAND Co

Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher Perspectives on Integrating ICT into Subject Teaching: Commitment, Constraints, Caution, and Change. Journal of Curriculum Studies in Educational Evaluation, 37(2), 155-192.

Henrich, J. (2001). Cultural Transmission and the Diffusion of Innovations, American Anthropologist, 103(4), 992-1013.

Hew, K. F., & Brush, T. (2007). Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research. Educational Technology Research and Development, 55 (3), 223-252.

Jenkins, H. (2007). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, IL: The MacArthur Foundation.

Kozma, R.H. (Ed.) (2003). Technology, innovation, and educational change. A global perspective. Washington, DC: ISTE.

Liebowitz, S. J., & Margolis, S. E. (1995). Path Dependence, Lock-in, and History. Journal of Law, Economics and Organization, 11(1), 205-226.

Lundvall, B-Å. (Ed.) (1992). National innovation systems: Towards a theory of innovation and interactive learning. London: Pinter.

Mahoney, J. (2000). Path Dependence in Historical Sociology. Theory and Society, 29(4), 507‐548.

Martens, K., Rusconi, A., & Leuze, K. (Eds.). (2007). New arenas of education governance – The impact of international organizations and markets on educational policymaking. Houndmills, Basingstoke: Palgrave Macmillan.

Mytelka, L. K., & Smith, K. H. (2002). Policy learning and innovation theory: an interactive and co-evolving process. Research Policy, 31(8), 1467-1479.

Nelson, R. (Ed.) (1993). National innovation systems. A comparative analysis. New York/Oxford: Oxford University Press.

Nelson, R. R., & Winter, S. G. (1982). An evolutionary theory of economic change. Cambridge, MA: Harvard University Press.

Nolan, R.L. (1973). Managing the Computer Resource: A Stage Hypothesis. Communications of the ACM, 16(7), 399-405.

Nolan, R.L. (1979). Managing the Crisis in data processing. Harvard Business Review, 57(2), 115-126.

Nolan, R.L. (1993). The stages theory: A framework for IT adoption and organizational learning. Cambridge, MA: Harvard Business School Press.

OECD (1996). The knowledge-based economy. Paris: OECD Publications.

OECD (1997). National innovation systems. Paris: OECD Publications.

OECD (2001). What works in innovation in education: New school management approaches. Paris: OECD Publications.

OECD  (2006). Are students ready for a technology-rich world? What PISA studies tell us. Paris: OECD Publications.

Owston, R. (2007). Contextual Factors that sustain Innovative Pedagogical Practice using Technology: An International Study. Journal of Educational Change, 8, 61-77.

Palfrey, J., & Gasser, U. (2008). Born digital: Understanding the first generation of digital natives. New York: Basic Books,

Peters, S. (2005). National systems of innovation: Creating high technology industries. New York: Palgrave Macmillan.

Pierson, P. (2000). Increasing Returns, Path Dependence, and the Study of Politics. American Political Science Review, 94(2), 251‐267.

Prensky, M. (2001a). Digital Natives, Digital Immigrants. On the Horizon 9(5), 1-6.

Prensky, M. (2001b). Digital Natives, Digital Immigrants, part II. Do they really think differently? On the Horizon, 9(6), 1-6.

Robertson, J. (2002). The Ambiguous Embrace: Twenty Years of IT (ICT) in UK Primary Schools. British Journal of Educational Technology, 33(4), 403-409.

Rogers, E.M. (2003)[1962]. Diffusion of innovations, 5th Edition, New York: The Free Press.

Schmoch, U., Legler, H., & Rammer, C. (2006). National systems of innovation in comparison: Structure and performance indicators for knowledge societies. Dordrecht: Springer.

Schulz-Zander, R., Pfeifer, M., & Voss, A. (2008). Observation measures for determining attitudes and competencies toward technology. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 367-380). New York: Springer.

Selwyn, N. (1999). Differences in Educational Computer Use: The Influences of Subject Cultures. The Curriculum Journal, 10(1), 29-48.

Selwyn, N. (2009). The Digital Native – Myth and Reality. Aslib Proceedings, 61(4), 364-379.

Thelen, K. (2002). The Explanatory Power of Historical Institutionalism. In R. Mayntz (Ed.), AkteureMechanismenModelle: Zur Theoriefähigkeit makrosozialer Analysen (91‐107). Frankfurt/Main: Campus.

TNS Infratest (2006). Monitoring Informationswirtschaft. 9. Faktenbericht 2006. Retrieved from: http://www.tns- reg9.asp?dfile=TB6_Chartversion_de.pdf.

Tyack, D., & Cuban, L. (1995). Tinkering toward Utopia. A century of public school reform. Cambridge, MA: Harvard University Press.

UNECSO (1998). World Education Report 1998: Teachers and teaching in a changing world. Paris: UNESCO. retrieved from

von Pape, T. (2009). Media adoption and diffusion. In Hartmann, T. (eds.), Evolving Perspectives on Media Choice: A Theoretical and Empirical Overview. London: Taylor & Francis.

Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press.

Biographical statement

Andreas Breiter is Professor in Information Management and Educational Technologies in the Department of Mathematics and Computer Science at the University of Bremen, Germany. He has published widely on educational technologies as socio-technical systems and the role of ICT in educational reform.


Castulus Kolo holds the chair in Media Management at the Macromedia University of Applied Sciences in Munich, Germany. His research is focused on the dynamics of media innovations in households and organizations, their preconditions as well as their effects. Besides his academic activities he is consultant to public and private institutions.


Comments are closed.

Digital Culture & Education (DCE) is an international inter-disciplinary peer-reviewed journal dedicated to the exploration of digital technology’s impacts on identity, education, art, society, culture and narrative within social, political, economic, cultural and historical contexts.

We are interested in empirical and conceptual approaches to theorising globalisation, development, sustainability, wellbeing, subjectivities, networks, new media, gaming, multimodality, literacies and related issues and their implications for how we educate and why. We encourage submissions in a variety of modes and invite guest editors to propose special editions.

DCE is an online, open access journal. It does not charge for article submission or for publication. All manuscripts submitted to DCE are double blind reviewed. Articles are published through a Creative Commons (CC) License and made available for viewing and download on a bespoke page at


Follow us on Twitter at @DigitalCultureE

The scale and speed at which digital culture has entered all aspects of our lives is unprecedented. We publish articles and digital works including eBooks (published under Creative Commons Licenses) that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. Scholarly reviews of books, conferences, exhibits, games, software and hardware are also encouraged.

All manuscripts submitted to Digital Culture & Education (DCE) are double-blind reviewed where the identity of the reviewers and the authors are not disclosed to either party.

Digital Culture & Education (DCE) does not have article submission charges. Read more

Manuscripts should include:
1. Cover sheet with author(s) contact details and brief biographical statement(s).

Instructions for Authors

Manuscripts submitted should be original, not under review by any other publication and not published elsewhere.
The expected word count for submissions to the journal is approximately 7500 words, excluding references. Each paper should be accompanied by an abstract of up to 200 words.  Authors planning to submit manuscripts significantly longer than 7500 words should first contact the Editor at

All pages should be numbered. Footnotes to the text should be avoided and endnotes should be used instead. Sponsorship of research reported (e.g. by research councils, government departments and agencies, etc.) should be declared.

Read more

Digital Culture & Education (DCE) invites submissions on any aspect of digital culture and education.  We welcome submissions of articles and digital works that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. For further inquiries and submission of work, send an email to editor@