The outcomes of both Phase 1 and Phase 2 confirm that teachers find it essential to exchange good practices and student information with their immediate colleagues. Therefore, establishing platforms for intra-institutional collaboration appears to be highly warranted. These cohort groups (Theisen, 2002) can facilitate the sharing of differentiated materials, student information, and best practices, which could, in turn, reduce the individual burden of planning and preparation. Furthermore, colleagues who may need help with technology could be supported through a mentoring system, such as the one mentioned by Kamilla, one of the participants of Phase 2. As her case demonstrated, receiving step-by-step guidance from peers can reassure teachers that they do not have to “go it alone” (Benjamin, 2014, p. 5) in their TEDI endeavours, which can greatly dispel reluctance towards ICT use. As Tomlinson and Allan (2000) point out, the support of school administrators in fostering such forms of cooperation is a “nonnegotiable item for systemic change” (p. 59): they can help nurture an environment of continuous professional development and collaboration by providing platforms for colleagues to come together and exchange ideas.