| Summary: | During the last two decades, technology has developed rapidly. It has become a natural part of everyday life, which we today take for granted. It isn’t until the last few years that technology has quickly become a big part in the school environments. Computers, tablets and other technology is today a big part of the education and teaching. These kind of implementations can be a big change in the organization. This has meant that we have asked the question how these kind of implementations come about? Is there any specific way to make it smooth and effortless? The purpose of this study is to investigate a number of schools and see why they decided to apply the technology and what their strategy was. We have determined this by doing a qualitative study where we examined how four different schools located in Sweden implemented the technology. The results we have found in our study focuses on the implementation process, what affects it and how it differs in the schools. Furthermore, the result shows that what kind of strategy is used, and why the technology is applied is a critical factor in the implementation process. Finally, the study has shown that there are some links between if you have a big bang or phased rollout implementation strategy, a technology-driven or behavior-driven development, how the organizational structure looks like, in which quantity and what the artifact will be used for. Our study has shown that there is a connection between big bang implementation, behavior-driven development, top-down managed organization and a low or medium-high utilizing. There’s also a connection between phased rollout implementation, technology-driven development, bottom-line managed organization and the utilization is medium-high or high.
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