ABSTRACT
This chapter compares the settings in which multimedia is used. Of interest are features of the educational and the project setting. The question addressed is whether these features explain the (lack of) multimedia use in education. Different angles of approach are taken. The cases discussed in the preceding chapters were carried out under different circumstances but there are many similarities in the conditions of multimedia use and project development, for example, in respect to project incentives and teaching environments. These similarities, as well as the most salient differences, are examined. The educational and project settings partly explain why the use of multimedia lags behind expectations. The answers range from lack of funding and the marginalisation of teachers to too narrowly defined policies on educational multimedia.
