[1]
Bell, D. (1975). The Coming of post-industrial society. Penguin, Harmondsworth.
[2]
Cohen, L., & Manion, L. (2000). Research methods in education (5th ed.). London: Routledge Falmer.
http://dx.doi.org/10.4324/9780203224342
[3]
Castells, M. (1996). The rise of the network society. Oxford: Blackwell Publishers Ltd.
[4]
Cuban, L. (1988). A funda-mental puzzle of school reform. Phi Delta Kappan, 70, 341-344.
[5]
Department of Education and Science, Ireland (1998). Schools IT 2000: A policy framework for the New Millenium.
http:/www.irglove/educ/it2000
[6]
Drucker, P. (1994). The age of social transformation. Atlantic Monthly, 274, 53-80.
[7]
Erlanderson, D., Harris, E., Skiper, B., & Allen S. (1993). Doing naturalistic enquiry: A Guide to Methods. Newbury, CA: Sage.
[8]
Flew, T. (2002). New media: An introduction. Oxford University Press, Australia.
[9]
Fullan, M. (1993). The new meaning of educational change. Teachers College Press, NY.
[10]
Fullan, M. (1982). The meaning of educational change. Teachers College Press, NY.
[11]
Hall, G., & Hord, S. (1987). Change in schools: Facilitating the process. State University of New York Press, Albany.
[12]
Herriot, R., & Gross, N. (1979). The dynamics of planned educational change. Berkley, CA: McCutchan Publishing Corporation.
[13]
Judge, M. (2002). Introducing ICT into the Irish school system: An exploratory study of the impact of innovative technology models on school participating in the Schools IT 2002 SIP initiative. Ph.D. Thesis, Dublin City University.
[14]
Judge, M. (2003). Wired for learning in Ireland: Final evaluation report. National Centre for Technology in Education (NCTE), Dublin City University.
[15]
Judge, M. (2004). The wired for learning project in Ireland: A classic tale of technology, school culture and the problem of change. Proceedings of the IADIS International Conference on e-Society, Avila, July 2004, 226-235.
[16]
Knupfer, N. (1993). Teachers and educa-tional computing: Changing roles and changing peda-gogy. In R. Muffoletto, & N. Knupfer (Eds.), Computers in education: Social, political and historical perspectives (pp. 163-179). Creeskill, NJ: Hampton Press.
[17]
Leavitt, H. J. (1965). Applied organisational change in industry: Structural, technological and humanistic approaches. In J. G. March (Ed.), Handbook of organisation. Rand McNally and Company. Chicago, Illinois.
[18]
Lincoln, Y. (1992). Sympathetic connections between qualitative methods and health research. Qualitative Health Research, 2, 375-391.
http://dx.doi.org/10.1177/104973239200200402
[19]
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
[20]
Lynch, K., & Lodge, A. (2002). Equality and power in schools. London: Routledge Fal-mer.
[21]
Maeroff, G. (1988). The empowerment of teachers. Overcoming the crisis of confidence. New York: Teachers College Press.
[22]
Maykut, P., & Morehouse, R. (1994). Beginning qualitative research, a philosophic and practical guide. London: The Falmer Press.
[23]
OECD (1996). The knowledge-based economy. Paris: OECD.
[24]
OECD (2006). Education at a glance 2006. Paris: OECD.
http://dx.doi.org/10.1787/eag-2006-en
[25]
OTA—American Office of Technology (1995). Teachers and technology—Making the connection. Washington DC: US Congress, Office of Technology Assessment, US Government Printing office.
[26]
Patton, M. (2002). Qualitative research & evaluation methods (3rd ed.). California: Sage Publications.
[27]
Romer, P. (1995). Interview with peter robinson. Forbes, 155, 66-70.
[28]
Sarason, S. (1982). The culture of the school and the problem of change. Boston, MA: Allyn & Bacon.
[29]
Schein, E. H. (1992). Organisational culture and leadership (2nd ed.). San Francisco: Jossey-Bass.
[30]
Spradley, J. (1979). Ethnographic research. Holt, Rinehart & Wilson, US.
[31]
Stevens, P., Schade, A., Chalk, B., & Slevin, O. (1993). Understanding Research. Edinburgh: Campion Press Ltd.
[32]
Toffler, A. (1980). The third wave. New York: Bantam Books.
[33]
Tuomi, I. (2005). The future of learning in the knowledge society: Disruptive changes for Europe by 2020. Paper presented at the Future of Learning in the Knowledge Society Workshop, Seville, October 20, 2005.
