The complexity of technology training for teachers can be partially explained in terms of three phenomena: the historical resistance of teachers to use media, the nature of teaching itself, and the life cycle of technological innovations. Factors that influence teachers' use of technology include: accessibility of hardware and software, administrative expectations and support for the implementation, and adaptability of classroom and work settings. As practical professionals, teachers are often suspicious of new claims and the implementation of new ideas without proof of effectiveness. Teachers tend to adopt a new technology when that technology helps them do what they are currently doing better; thus, they may be seen as reinforcing the status quo. In addition to a cautious attitude engendered by teaching and the historical and cultural resistance to change, the influx of computer games and the perception of video and film as entertainment illustrate how computer technology can be suspect as a legitimate educational tool. Suggestions for teacher technology training include: provide teachers with numerous opportunities for training and practice; provide administrative support for training and for trying new approaches with technology; acknowledge the professional concerns of teachers and their need for practicality while encouraging risk-taking; and provide post-training follow-up. (ND)