The digital generation gap is alive and well in most schools. Just watch how elementary school children pick up new computer applications without batting an eye, while their teachers struggle with the basics of point-and-click.

We might as well admit it: Adults have a much harder time learning computer skills than children do. Kids have grown up in a wired world, their computer proficiency often acquired through years of "technoplay" with Nintendo and video games on Macs and PCs. Students also have the benefit of malleable neurological pathways that allow their minds to acquire new skills more quickly. Whatever the cause, it is clear that teachers -- indeed, most adults -- have a much more difficult time figuring out how to use a computer effectively than the average 10-year-old does.

This digital generation gap has serious consequences for schools. Indeed, I would argue that the biggest obstacle to the implementation of technology in education isn't a lack of hardware, but rather the fact that many teachers aren't ready to use computers in the classroom.

National statistics have shown that teachers receive far less on-the-job training in technology than any other professional group. The business community knows that for every dollar spent on hardware and software, another dollar must go toward staff development. But on average, school districts spend only about 5 percent of their technology budget on teacher training.

Developing a successful teacher technology training program requires more than turning your faculty loose after conducting a few workshops. The truth is, adequate technology training for teachers can be expensive, in terms of both time and money. But if school districts don't do a better job of allocating resources for professional development -- instead of putting all the budget into technology acquisition -- schools will be left with the tools but not the talent to prepare youngsters for a technological world.

Recognizing that many teachers have trouble acclimating themselves to computer equipment -- and that students do not -- is an important starting point as you plan a teacher technology training program for your school district. When the new computers are unpacked and set up in the classroom, you might find that teachers feel threatened, afraid, or just plain apathetic toward them. A technology training program must tackle this reality head on.

How can you build faculty support and enthusiasm for technology and technology training? Here are some field-tested strategies.

1. TURN THEM ON
If you think all teachers will automatically be thrilled about getting a computer for their classroom, think again. To the uninitiated, computers can often be a source of anxiety. That's why, before attempting any technology training, you must first get teachers excited about the prospect of using computers.

The trick is to appeal to teachers at a personal level. Show them how computers can improve the quality of their lives, both inside and outside the classroom. Dazzle them with one or more software applications they can use right away.

Here's how: At the core of every teacher lies a passion for a particular subject or discipline. Perhaps it's world history or the environment or creative writing. Whatever the teacher's personal passion, find out what it is and then introduce the teacher to a computer program that can help develop and nurture that passion. That is the single most important step in the teacher-training process.

Never underestimate the power of first impressions, particularly with regard to technology. Even hardboiled anti-technology teachers will succumb if they get some hands-on experience with software programs that are personally relevant to them. Indeed, unlike other forms of staff development, technology training has to be hands-on from the very start.

Self-booting CD-ROM titles are a good bet for getting a teacher hooked, because these programs are generally easy to operate. For example, a virtual tour of the human heart with a program such as Knowledge Adventure's 3D Body Adventure can be a very effective way to pique the interest of science teachers. And technology-resistant primary grade teachers will be absolutely charmed by any number of titles offered through the Living Books series -- my particular favorite is Sheila Rae, the Brave.

Your ace language arts teacher will be impressed with all the wonderful things that a modern word-processing program can do for student writing projects. And just about any teacher will be bowled over by the power of the Internet if you give an effective demonstration of how to use a search engine -- such as Digital's Alta Vista -- to gather primary source information on any topic.

Each of these applications is simple to use and can have a huge impact on a teacher who is being stubborn about getting into computers. Finding the hook might take a little detective work on your part, but it is well worth the effort. It will light the fire of curiosity in teachers and show them that using computers is not about teaching harder, but teaching smarter. That fire will help sustain teachers through the many frustrating moments that are bound to occur during their technology training.

Keep in mind, though, that to get teachers hooked on technology, their initial experience must be as glitch-free as possible. Their initial resistance to computers will only grow if the equipment isn't configured and functioning properly. Before training can begin, be sure the computers are fully tested and configured and that good Internet connectivity is available for use and practice. The technology you intend to use in the classroom must be present in your building and functioning reliably. Otherwise the training will only lead to frustration.

2. BEGIN AT THE BEGINNING
Like students, teachers learn at different rates and have specific needs when it comes to acquiring new information and mastering new skills. That means teacher technology training should be flexible, yet cover a comprehensive set of skills.

The professional training program in technology that we've developed in our district (see sidebar) begins with an intensive four-part group-training approach, divided into basic and intermediate sequences. The basic sequence includes general computer operations and operating systems. The intermediate sequence focuses on telecommunications and computer applications, including programs of general usefulness to all teachers.

Each of these four sessions should last from five to eight hours. After completing the basic and intermediate training sequence, even inexperienced teachers should have a sufficient set of computer literacy skills to put a variety of computer programs to effective use in the classroom.

Following the basic and intermediate training sequences is an advanced sequence that provides individual training and support tailored to each teacher's need, interest, subject, and grade level. The five components in the advanced training sequence include classroom-specific applications, workshops and seminars, consultation and support, independent study and curriculum development, and ongoing troubleshooting assistance.

To get teachers started, the first two training sessions in the basic sequence, delivered over two days, are enough to qualify most teachers to begin using a computer in their classrooms. Teachers who already possess a moderate level of computer skills should be given an opportunity to "test out" of the basic training sequence if they can demonstrate a conceptual understanding of the training content and can display the skills necessary to use a computer operating system.

As early as possible, you should encourage teachers to integrate into their daily lessons the programs you initially used to pique their interest, and you should give them adequate planning periods to master basic skills. Beyond this, you should advise them to allow their students to explore with them, and where possible, to have their students explore on their own. Give your teachers enough to get started, and then instruct them to get out of the way of their students -- who are frequently more accomplished and sophisticated users.

In fact, teachers will quite often learn more about a particular software application by watching students interact with it and observing how they solve problems. Typically, kids are not intimidated by computer glitches and can demonstrate the troubleshooting process to teachers. Again, these skills are rooted in kids' technoplay. Figuring out how to get a sound card to work is not a whole lot different from getting the "fire" button to function properly in a Sega game. Everyone gets a kick out of the role reversal that occurs when a teacher is being guided by a student. This process also sets the stage for later Internet-based activities in which teachers and students investigate a topic, issue, or problem together.

3. TAKE PLENTY OF TIME
After teachers complete the basic and intermediate training sequence, you will need to slow things down a little. Technology training takes a great deal of time. For adults, the learning curve for developing technology skills is like learning a new language -- and it's a very unforgiving learning curve at that.

Having learned the basics, teachers need roughly six months or more to practice their skills and, more important, to learn problem-solving strategies for those frustrating moments when the computer doesn't do what they want it to do. At this stage, many teachers become tempted to throw in the towel, convinced they'll never truly master that "dang machine." The danger here is that they'll resign themselves to using computers for rudimentary tasks only. Printing classroom banners and having students use drill-and-practice software might be all they'll ever attempt -- unless you can help them overcome their frustrations.

Personal consultation with district technical staff is the best way for teachers to become confident about troubleshooting the computer difficulties they encounter. To make this a manageable proposition, consider enlisting the help of computer-literate teachers to provide help support and guidance to their inexperienced or technophobic colleagues.

The key is to assign enough one-on-one instructional assistance in each building that teachers will begin asking questions and start taking a few risks. Otherwise, many teachers will just quietly accept that a particular software application is not going to work for them.

Individual tutoring is crucial for getting past reluctance or fear. Watching seasoned computer veterans find solutions to computer problems and then practicing the problem-solving techniques under the veterans' guidance also helps teachers make the connection between their technology training and real-world problems.

After receiving this kind of technical support several times, teachers will naturally begin to experiment, solving problems on their own by using the resources available to them through the computer's help files and manuals. Once teachers develop the confidence to troubleshoot independently -- even if they are unsuccessful at first -- they will never again be satisfied to use computers at only a passive and rudimentary level.

It's often useful to help teachers develop their own personal plans for technology growth during this period. By putting individual goals in writing, these plans formalize teachers' commitment to using technology in the classroom. The plans should specify the technology outcomes to be achieved -- such as specific projects with students -- and list software applications to be mastered by a certain date, such as by the end of the school year.

The plans should be competency-driven, requiring teachers to demonstrate computer skills during regular classroom observations by administrators. The plans should also identify key areas of a teacher's day-to-day lessons in which technology can be used effectively, taking into account each teacher's current skill level, professional interests, specific units of study, and classroom dynamics.

4. OFFER A CARROT
The advanced sequence of a technology-training program should focus on individual training and support. In this stage, you'll find that a combination of carrot and stick can give teachers the incentive to sustain their commitment to continued training.

First, you'll need to shake loose some funds to buy teachers time. The advanced skill development stage, which ultimately will have the biggest payoff in the classroom, requires extra planning periods and extra release time for teachers. Systematic, long-term professional development in technology demands a greater-than-usual commitment on the part of individual teachers, who will need to work many hours above normal district requirements. It's only fair to compensate them for this extra effort.

Second, you'll find that some teachers will benefit from gentle coercion by adding technology use to your teacher evaluation instrument.

During this last but ongoing stage of faculty technology development, you should get teachers to identify the computer applications they need in their own classrooms, encourage them to attend outside workshops and seminars, and provide them with consultation and support to integrate specific computer applications into their daily lessons.

You should also encourage teachers to engage in independent study and curriculum development by offering them the necessary time and money. Finally, continue to offer ongoing troubleshooting assistance to even the most advanced teachers, but let them take the lead in solving problems while they are receiving technical advice.

5. USE A STICK
Regrettably, even after a year or more of intensive training and support in technology, some teachers will continue to resist using computers in their classrooms. This is when you have to get tough and adopt a use-it-or-lose-it policy. Taking computers away from teachers who refuse to use them is your only option. The alternative is to waste a valuable resource that could be put to good use elsewhere.

Teachers need to know that computers are here to stay and that wishing it weren't so won't make them go away. In fact, you should make teachers feel guilty about interfering with their students' learning by depriving them of an instructional tool as important as a textbook.

Removing the teacher's computer altogether, or replacing it with an old 286 or Apple IIe, might be the only way to make a recalcitrant teacher understand the obligation to use technology as the new chalk. You can be sure that as soon as you do this, both the students and their parents will demand an explanation, and the teacher will be forced to admit that she or he couldn't find effective ways to use the computer in the classroom.

It won't be long before that same teacher requests that you return the equipment and shows a new and improved attitude toward integrating technology into daily lessons. Sometimes playing hardball with teachers is the only way to help them conquer the digital generation gap -- and ensure that students receive the instruction in technology that they deserve.

James P. Tenbusch is superintendent and technology coordinator of the Allen Township Community Consolidated School District No. 65 and the Otter Creek-Hyatt School District No. 56 in north-central Illinois.