As someone who is always interested in factors that influence teacher’s use of ICT the following research is worth sharing:  
Teachers using technology can be classified broadly into 2 categories:

• High adopters
• Non-high adopters 

Critical adoption factors are the aspects that have been identified as the most influential and important determinants of their ICT usage. Criteria are as follows:

• Factor is teacher’s own idea,
• important to teacher and;
• generalisable.

Four school-level critical adoption factors were identified.  These are:

1. Accessibility to ICTs
   • Access to ICT is usually guided by means of a timetable. The rest of ICTs are usually allocated on a first-come first-serve basis. Teachers who find ICTs difficult to access are often those who are not included in the timetable because their subjects were not prioritised.
   • Where the majority of teachers are high adopters there is usually an administrator or assistant stationed in the computer room to ensure that it is kept open at all times. The assistant needs to have the necessary skills to help learners and teachers. The Principal adopts an open approach toward having teachers accessing the computer and it is also critical that the person responsible for ICT is available and visible.
2. Lack of resources
   • Having sufficient resources is critical and where there are no enough computers or TVs there is less adoption. Resources such as interactive whiteboards are often not used due to an absence of laptops and other peripheral or enabling technology. A lack of good educational content and material on the internet is also a factor when encouraging teachers to adopt ICTs in their work.
3. Technical support
   • Where ICT systems often fail or where very little technical support and backup is available, there is dissatisfaction amongst teachers leading to low levels of adoption. The need to have reliable and supported ICT systems is a major factor in teachers adopting ICTs.
4. Influence of educational leaders
   • Where the educational leaders are clear and explicit about expectations regarding the use of technologies in the classroom the adoption levels are far greater than where this clarity is not present. The successful adoption ‘models’ are also taking place when specific tasks and activities are required to be completed or carried out using ICTs.  It is also evident that where school Principals and leaders lead by example and make use of ICT themselves, the adoption levels increase.