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the now ubiquitous handheld, mobile entertainment device. Elsewhere in this thesis, I havetalked about the impact of this ‘i’ on the development of my thinking, practice and professionalidentity.I believe that its significance was ‘teed up’ for my thinking by the work of Fullan (see Fullan,1999, Fullan et. al. 2010)), whose notion of the three Is of educational change, I had had to learnwell enough to use as an undergirding theory for some professional development work I hadundertaken for the States of Jersey, Education.Innovation, Implementation andInstitutionalization (Fullan, 1999) were regarded as three contingent phases of a school changemanagement programme. Fullan’s argument was, that many school development programmesfail because they do not reach the phase where they become institutionalized. My daily, livedexperience at that time was that technology implementations remained only at surface level.Colleagues who booked holidays online, bought academic books from Amazon, used e-librariesfor their research, sold second hand books on e-bay, used PIN numbers to withdraw cash fromcomputers built into bank walls, told me over and over again, that they could not see a value ofusing technology in teaching and learning. They “could use a word processor, but not muchelse.”Suggesting that we ought to move more and more of our learning activity into e-enabled settings(Universities at this time were experimenting with Virtual Learning Environments - VLEs), wasgreeted, in the words of Monty Python, with ‘howls of derision’. The arrival of the ‘i’ incomputing nomenclature was either a fluke of history, a happy coincidence or a serendipitous actof the Apple Corporation and Education Change Management theory.361Simon Hughes Ph.D. Thesis (October 2012)