This study investigated inner-city middle school teachers' perceptions of the importance of time in learning and sharing information. Participating teachers were involved in a technology demonstration project, the Educators' Electronic Learning Community (EELC). Participants completed pre-interview surveys that had them rate their technological skills and ability to incorporate technology into instruction before and after participating in EELC. The survey identified ways that teachers shared what they had learned and discussed factors that helped or hindered them in sharing. Teacher interviews examined: knowledge, skills, and insights gained by participating in the EELC; methods used to share learning with colleagues; and factors affecting their ability to share what they learned. Teachers completed a post-interview survey, rating the strength of motivating and restraining factors and ranking their relative importance. Five important barriers to sharing all related to time: feeling overwhelmed; lack of discretionary time to learn; lack of discretionary time to share with colleagues; lack of common time; and lack of a designated time for sharing. Four other aspects of time also hindered learning and dissemination of learning to peers: lack of uninterrupted time; lack of unpressured time; lack of renewal time; and habitual time. (Contains 35 references.) (SM)