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Schools are often self-replicating systems (Goode, 2010).

Beliefs and attitudes which prevail in certain institutions can help or hinder the success of any implementation plan, including technology integration (Su, 2009; Stewart, 2008).

Teachers have the power to make or break any change placed upon them. If consideration of the needs and desires of the instructional staff is not taken into account, and teachers are not encouraged to support technology integration, the potential for failure increases (Schneckenberg, 2009; Abadiano & Turner, 2007).

"Innovations cannot be adopted without buy-in from rank and file academic staff who... can often choose whether or not to change their teaching practice" (MacKeogh & Fox, 2009, p. 151).

"Teachers are reluctant to adopt a technology that seems incompatible with the norms of a subject culture" (Hew & Brush, 2007, p. 231).

"Administrative support (or lack thereof) can make or break teachers' endeavors to integrate technology into the classroom" (Groff & Mouza, 2008, p. 27).

Administrators must establish and lead the key stakeholders, including teachers, technology support personnel, and members of the community towards their vision and actively work towards establishing a supportive school culture for long term success (Groff & Mouza, 2008).

Failure of technology implementation in schools can also result from a lack of administrative leadership, support, and policy development (Hall, 2010). It is not enough to simply provide start up resources. Introducing new technology is not a one-step adoption process, but rather "change that needs to be thought about as a process" (Hall, 2010, p. 234).

A strategic plan is needed; on which provides direction, resources, and support over time.