ABSTRACT
This chapter examines processes of multimedia innofusion. It focuses on mechanisms that promise to lead to a more widespread, innovative use of multimedia in education. First, the concepts of appropriation, configuration and translation are specified. These concepts are then applied to the cases discussed in Part II. The analysis shows that, although the overall degree of innofusion is modest, there are various ways in which it may take place. The findings illustrate, for example, that innofusion occurs along lines of multimedia production as well as multimedia use. Further, the authors make a distinction between mechanisms intrinsic and extrinsic to the immediate setting of multimedia use that propel innofusion. This distinction points to ways in which the uptake of multimedia in education can be improved.
