During: Instructional coaches need to be on hand throughout the pilot. Teachers need to be shown how to integrate technology into their curriculum. During our pilot we found that the teacher who do, did and those who don’t, didn’t. The same teachers who are self-motivated and innovative before the start of the 1:1, did as they always do and progressed smoothly from A to B. The teachers who are resistance to any change before the 1:1 did not disappoint. The go-getters needed guidance as they moved from substitution to redefinition. The resistant teachers needed a friendly nudge. I’ve found for these teachers you may have to convince them that technology is going to help them everyday, not frustrate them. This requires patience and perseverance. The district has to make the decision that this is an understood expectation for every teacher in the 1:1, not an option. Our instructional coaches (CRI) made appointments with our technology integration specialist and let the teachers know they need to be ready. We really didn’t give them the option. For most resistant teachers it was more of an issue of insecurity than rebellion.