Abstract
Whether from a major research university or a leading liberal arts college, faculty need incentives and support in order to reconsider their teaching in light of time-erasing and location-shifting information and communications technologies. This paper looks at two entirely different institutions and the programmatic efforts at each which helped create the incentives and support that faculty need to incorporate the new technology into their thinking and their teaching. It also describes and analyzes support for the use of instructional technology at each campus.