Abstract : The objective of this multicase study (Merriam, 1988) is to analyze the journey that lead elementary school teachers to become exemplary technology-integrators in their classrooms. An on-line questionnaire, an interview, classroom observations and a week-long summary of technology use ensured that the seven subjects selected were exemplary technology-integrators, that is, teachers that use technology for their own personal, professional and pedagogical needs, and engaged their students frequently and regularly in activities that developed disciplinary and cross-curricular competencies through the use of ICT. These teachers worked in five different school boards, all located near Montreal (Quebec, Canada) and taught at all elementary levels. They also participated in two or three additional semi-structured interviews and a focus group. Their principal, as well as their spouse, were also interviewed in order to triangulate the data.
A content analysis (Van der Maren, 1995), using N'Vivo software, allowed to first trace an individual profile of each case, and then, to compare the different cases. At a scientific level, the research offers four major findings : 1) definitions of important concepts ; 2) a non-linear, cyclical model of the ICT integration process ; 3) roles adopted by teachers as they become exemplary technology-integrators ; and 4) a new light on to some well-documented and some less or not documented factors that influenced the ICT integration process. At a more pragmatic level, these results can help orient the decisions of government, organisations, resource persons and administrators who promote and facilitate integration of technology in schools. Inspite of the fact that the results of this research have some limitations in terms of generalization due to the research design chosen, they bring an extensive and comprehensive view of the ICT integration process by elementary school teachers. The research also suggested many questions to pursue research in this area.