Strauss concludes that "the moral is that unless we show faculty members how technology can meet their needs, they won't consider using it." While studying what community college faulty needed to incorporate technology into their instruction, Quick and Davies found faculty needed time, money, software, classroom computers (professor podium), department computer lab, and faculty technical support and training.
In discussing how to prepare college faculty for the incoming 'Net-generation of students Clayton-Pedersen and O'Neill claim that "much of the learning technology innovation in higher education has been focused on K-12 teacher preparation and development" and that "more focus needs to be placed on preparing existing faculty for the future 'Net Generation students who will populate the twenty-first-century classroom." They continue that call for action, claiming that "faculty's understanding of the teaching and learning power of technology needs to be increased" and "tools need to be developed to help faculty integrate technology into the curriculum." Strauss, Quick and Davies, and Clayton-Pedersen and O'Neill demonstrate that faculty first needs blatant introductions to the new technologies themselves: what they are and what they can do.