The implementation of innovative technologies in school is a complex process that enquires creating a pedagogical, technological, and managerial systemic change in the school-culture -a process that usually fails to meet the high expectations and to create the systemic change.In light of the many recent studies, which indicate that teachers' perception and attitudes play a pivotal role of in the success or the failure of technology-implementation projects, the present study explores the teachers' perceptions and attitudes towards the implementation of an innovative technology (smart class) in school by analyzing the inter-relationships between the major pedagogical factors that act in a technology-implementation process: (1) the teachers' attitudes towards change, (2) the teachers' technological-pedagogical content knowledge, and (3) the teachers' perception of school as a learning organization.Data was gathered using questionnaires that captured the teachers' level of "Technological Pedagogical Content Knowledge" (TPACK), their perception of school as a learning organization, and their attitude towards change.Findings indicate a positive correlation between TPACK and the teachers' attitudes towards change, and a positive correlation between teachers' attitudes towards change and their perception of school as a learning organization.Participants who scored high in TPACK and in perceiving their school as a learning organization also scored high in their positive attitudes towards change.
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