As I have been reading through both Bates and Moser, I am intrigued by the way both authors view the adoption of support for faculty in regards to technology and online learning.  I definitely agree with Bates on the urgency of providing adequate and continual training and support for faculty.  Though Bates looks at several methods by different institutions, the most effective method seems not necessarily based on monetary incentive but rather time based.  The value of time is also something Moser addressed in his article as being of utmost importance to faculty.  Since many professors are focused on research, teaching (face-to-face or on-line) can be a cumbersome and exhausting addition to their work load.  One might think that any technology that can ease this burden would be welcomed.  But neither Bates, nor Moser find this to be the case. In fact, both find a noticeable amount of resistance and perhaps even a little resentment by the faculty.  Therefore, it is more imperative than ever before that institutions ensure not only excellence in the quality of training and support but also in the quantity and validity of the type of training.  In order to reduce negative emotions, the organizational should also consider how useful the training and support is by frequent assessments through surveys or other modalities.  Lack of understanding of required and needed support and training can mar the harmony between faculty and administration by minimizing the faculty’s confidence in technology based learning.  Show them how to use the technology and how to self-support. Show them how to make it work when they have small issues so they don’t have to wait for a response from another individual in regards to trouble shooting when necessary.  These little steps can demonstrate the effectiveness in adequate training.  But the on-going support piece has to be there also.  If faculty is going to be required to embrace technological advances, then there has to be a positive support team who can assist, evaluate and correct complex issues when they arise. No one can be expected to understand technology based teaching and learning without the right training and a strong support structure.  What good are the advances in technology if no one is willing to learn and implement it. But in order to learn and implement it, of course there have to be the right tools for the job but also a strong training program.  In other words, its not just important to know what you need to make technology work, but you need to know how to use it to make it work for you.  And, all this has to be done within the framework of established funding limitations.  Guidelines for training/support have to be viewed and established with overall institutional educational goals in mind.  I believe both Bates and Moser underline this in their depiction of faculty training and support models.