This paper describes a technology integration curriculum created for teachers and administrators based on collaborative research in public schools; efforts to interest the Graduate School faculty at Bank Street College in integrating technology into their courses; and the benefits and disadvantages of a variety of teaching formats for students, administrators and faculty that have been used to promote the integration of technology into classrooms. The outcomes of the use of different strategies and approaches are reported, and it is concluded that classes modelling technology-supported collaborative group work are more successful with students than with faculty; that faculty members seem to need a combination of small workshops to introduce technology and consultations with technologically sophisticated curriculum experts to attempt using technology in their own courses; that despite sensitivity to gender differences in attitudes toward technology, capturing the faculty's interest in technological integration has been slow to succeed; and that the integration of technological innovation into curriculum only works well when people perceive a need for it. (Contains 5 references.) (ALF)