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    Abstract
    Empirical evidence underlines the importance of ICT-based innovations in education for at least two
    reasons: They prepare for a future workplace in a knowledge society increasingly dependent on ICT and
    furthermore, they support student-centred learning processes. However, adoption of ICT in educational
    organizations in general as well as of specific ICT-based innovations varies broadly across nations, as
    there are many different influencing factors with strong interdependencies. In order to better understand
    the dynamics of innovations in education, in this article we expose to discussion an integrative model
    based on a combination of models of individual and organizational adoption processes and their
    interplay with a socio-economic environment. The authors propose this concept of an “educational
    innovation system” to analyse differences in the diffusion of ICT-based innovations across countries and
    to better understand educational policies and their impact on classroom practice.
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