The call to expand the view of the barriers to technology use beyond isolated variables to a more holistic consideration began nearly two decades ago (Becker, 2000; van den Berg, 2002). Even then, this may be seen as a natural reaction to the overabundance of specific barriers to integration that had been identified, with some implicitly suggesting that there are few factors in education which do not seem to play at least a minor role in technology integration. For instance, consider what Becker, in 2000, provided as an explanation of the necessary factors for successful integration: