Seven current approaches to faculty development in instructional technology, reduced to their basic assumptions, are discussed in terms of their match with what is known about faculty learning and their work environment. These approaches include: modeling, idea seeding, incentivizing, troubling/alleviating, commanding, comparing, and persuading. The paper argues that various approaches need to be considered in light of faculty members' perceptions of the need to change and convictions that the use of instructional technology holds promise for accomplishing their goals.