Technological frames: making sense of information technology in organizations
ACM Transactions on Information Systems (TOIS) - Special issue on social science perspectives on IS
Understanding GDSS in symbolic context: shifting the focus from technology to interaction
MIS Quarterly - Special issue on Intensive research in information systems: using qualitative, interpretive, and case methods to study information technology—third installment
Modelling and supporting ICT implementation in secondary schools
Computers & Education
The adoption and diffusion of web technologies into mainstream teaching
Journal of Interactive Learning Research
Putting the University Online: Information, Technology, and Organizational Change
Putting the University Online: Information, Technology, and Organizational Change
Diffusion of the internet within a graduate school of education (colorado)
Diffusion of the internet within a graduate school of education (colorado)
A Dynamic Framework to Guide the Implementation and Evaluation of Educational Technologies
Education and Information Technologies
Factors Involved in the Implementation of Pedagogical Innovations Using Technology
Education and Information Technologies
Education and Information Technologies
Organizing and the Process of Sensemaking
Organization Science
E-learning: Between augmentation and disruption?
Computers & Education
ICT integration in the classroom: Challenging the potential of a school policy
Computers & Education
Whose job is it anyway? a study of human-robot interaction in a collaborative task
Human-Computer Interaction
Higher education sub-cultures and open source adoption
Computers & Education
A framework for teachers' integration of ICT into their classroom practice
Computers & Education
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The existing literature on e-learning implementation is either descriptive or normative and falls short on explaining how managers act in introducing and disseminating e-learning projects in school settings. In this paper, we follow a symbolic approach in order to offer a grounded model for explaining how managerial framing of the introduction of e-learning gives rise to different patterns of action and intended outcomes. Our model is grounded in the study of seven business schools in Brazil, where the competitive and institutional settings offer significant variety for formulating propositions through the grounded theory methodology. We conclude that managers act to integrate e-learning using cultural incongruity reduction strategies when they perceive e-learning as a way of improving existing teaching practices. They may also aim at insulating e-learning through incongruity avoidance when they perceive e-learning in economic terms. These results offer new empirical evidence and fresh explanations when the phenomenon of managerial action in e-learning implementation is looked at in symbolic terms.