Besides a host of technical and logistical questions, more subtle issues, related to teachers' pedagogical visions and beliefs, as well as their perceived confidence for using technology, are also known to impede meaningful classroom technology use. Assuming that most designers and staff developers are fairly well prepared to provide technical skills training for teachers who want it and are prepared to learn from it, this paper focuses on how designers might work with teachers who either don't want training or are not prepared to learn from it-or both. The paper emphasizes the role that teachers' beliefs play in the adoption and change process and specifically discusses how those beliefs might be addressed through teacher development efforts. A model of teacher development is proposed that builds on, and responds to, teachers' unique needs, specifically those with lower levels of skill and confidence. This model represents a responsive approach to instructional design, that is, training needs are described in terms of users rather than instruction, and instructional decisions are based on users' goals and needs, not those of designers or instructors. The following steps in the model for responsive instructional design are each described: Reveal Current Beliefs; Propose Strategies; Implement Changes; Reflect on Changes; and Refine Beliefs. (Contains 28 references.) (AEF)