Hi. I'm currently introducing new technology practices, and social media, to a broad range of post-secondary educators in one institution, many of whom have little or no experience in using technology in their lives, or their classrooms. Our aim with the project, which is in phase two (scaling up from a pilot) is to build a collective constructivist-based body of knowledge, to minimize redesigning the wheel in every discipline area. Much of the resistance appears to come from perceptions about the time demands of technology training- and the actual use of the technology then requiring time spent on curriculum redesign- and that these are an undesired burden.

I'm already sold on the idea of 'working smarter' and building in the change of working structure and approaches to work flows; it makes sense on myriad levels.

My question is about lessening resistance, and building cooperation among a group who already find their workloads demanding, and have historical memories of change being top driven, and support during those changes to be inadequate. This project has from the start been a collective effort, but, as it progresses, inactivity among individuals, and concurrent change in broader conditions which affect our futures (economic and efficiency pressures, mostly) are looming over the project's momentum. How can the project drivers be 'less' driven - apply less pressure on an already pressured group- and still be effective advocates for the positive outcomes? I have some ideas, but am always looking for more.