As schools and districts jump on the technological bandwagon, committing significant portions of their budgets to the purchase of hardware, software, and Internet access, they too frequently neglect to provide for the professional development that will ensure the integration of the technology into the curriculum. Despite Larry Anderson's excellent work to provide models for technology plans, we often hear stories of disgruntled teachers complaining that computers suddenly appeared in their classrooms, or that they were required to incorporate technology in their instruction without adequate preparation or participation in the decision-making process. In many cases, administrators have assumed that the computer science teacher or the business education teacher or the yearbook advisor will informally infuse his or her colleagues with enthusiasm for the adoption of technological methods. Indeed, many early adopters have supplied a vision and a model for their schools or districts. But the results are scattered, and too often personality-dependent.