Results-driven education has required us to change the behaviors and/or attitudes of teachers and staff. Even in our own administrative language, we talk about effective administrators not only requiring knowledge and skills, but now dispositions or beliefs. What is the connection or relation to programs of professional development in technology? Our staff development efforts must address changing the way people think or what they believe about technology. We must move beyond the belief that its function is word-processing or to serve as an electronic blackboard. Attempts to change teachers' beliefs or thinking about something is not only difficult, but often makes resisters more resistant and saboteurs more likely to participate in sabotage activities.
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