Three years of helping faculty members at a state university learn computing technology yielded the following lessons: (1) for faculty members, the ownership of a computer is an emotional event during which computers are viewed successively as glorified typewriters, status symbols, and tools; (2) even to highly knowledgeable individuals, learning to use computers is often a frightening and ego-threatening act; (3) depending on their use of technology and impetus for learning, individuals learning computing technology may be classified as early innovators, early adopters, early majority, late majority, or laggards; (4) introducing computing innovations is an individual effort; and (5) the seeds for computing innovation sometimes come from a group synergy. The following implications emerged from an analysis of the experiences of four faculty members attempting to learn computer technology: learning is based in the ego of the learner; learning is based in individual needs, interests, and timing of need to learn; learning of computing technology is based in skills and knowledge of self-directed learning; learning is an instrumental and expressive act of learning both the object of action in technology and its application and integration into life actions; and for some, learning is influenced by the resource environment. (MN)