change a teacher, limitations of the CBAM article....

Hello,
The tables and descriptions offered within the CBAM article were a great help in getting the user thinking about particular categories that people fit into regarding new innovation use and concern. After interviewing each teacher and gathering information about their levels of use and concern the next task was to fit each teacher into an accurate ‘level’ or ‘stage’. This process was pretty straight forward but suggesting and creating a plan to move a particular teacher to the next level was a little more difficult and extremely unique depending on the teachers experience and personality. As I began drafting plans to get teachers operating at the next level I quickly discovered that I was referencing more of the teacher’s personality most. In a perfect world, all teachers would be ready to change and open to all suggestions but this is not always the case. Even thought the ‘Change a Teacher’ project involved fielding suggestions for change from the teachers being interviewed, it does not guarantee that these changes will in fact take place. I then realised that constant monitoring would also be required to be sure that focus and change both exist. For example, one of the teachers I interviewed was quite challenging because his outlook towards the library was quite negative. For me to convince him to attend a workshop would be great but if the particular workshop failed to meet his inquiries and concerns then this could reinforce his preconceived perceptions.
Thanks.
-Regen