Web 2.0 tools have emerged as conducive for innovative pedagogy and transformative learning opportunities for youth. Currently,Web 2.0 is often adopted into teachers' practice to simply replace or amplify traditional instructional approaches rather than to promote or facilitate transformative educational change. Current models of innovation adoption do not adequately address successful diffusion of transformative educational technology. A new interactional model, called a framework-for-action (FFA), repositions "success" on qualitative criteria and necessitates timely intervention by change agents at "points of factor interaction" in the change process. These interventions engage potential adopters (i.e., teachers) in meaningful learning opportunities that reposition individuals or groups to make decisions leading to adoption of technologies that support transformative learning and teaching with Web 2.0 tools. (Contains 2 figures.)