Research into why computers are unused, underused, or misused in schools shows that innovations cannot be implemented without regard to the internal social structure of schools as well as external pressures on schools.  Employing an ecological metaphor, researchers found that the teacher’s niche in the school, the interaction between the teacher and the larger system, the teacher’s belief in the compatibility of computers with her style, and opportunities for mutual adaptation all contributed to the quality and quantity of computer use. 

Zhao, Y. & Frank, K.A. (2003). Factors affecting technology uses in schools: An
ecological perspective.  American Educational Research Journal 40, 4, 807-840.