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technologies, placed them. Most would agree 26 that this continuum starts with 'innovators' orpioneers, continues with 'early adopters' (Salmon, 2000 p. 71) and 'later adopters' and then takeson the majority of people who are likely to take more time to 'buy in' to the new idea ortechnology. At the end of the line are those who are categorized as 'laggards', 'luddites','resistors', even 'sloths', whose behaviour is characterised by resistance to change - this group ofpeople is over-represented in the teaching profession and were a notable challenge wheneventually I ended up working on the Building Schools for the Future project around 2008. Thisbehavioural phenomenon has been noticed by others working in the field:"Change - inevitable as it is - continues to be perceived by most educators as a threat. Thequestion for educators is whether to be a part of the change or a victim of change. Toooften, as educators, we have allowed others to make system-wide decisions for us. Toooften, we have behaved like bystanders, reacting to change rather than being proactiveplanners or active participants and contributors." (Lynch, 2002 p. 2)The identification of resistant behaviours appears in all the writing that was emerging as Iembarked on this literature survey, indicating and indeed reporting the belief on the part of manythat they did not need (N 1 ) to change:"Simon, we're an outstanding school [according to Ofsted]! Why do we need to change?"(Anon 27 , 2009)Some notable examples of readings that were informative at that time include Prensky'sinfluential Digital Natives; Digital Immigrants (Prensky, 2001), a controversial paper and thusone that triggered some important bits of thinking. Of the divide between digital natives anddigital immigrants, he notes,"It’s very serious, because the single biggest problem facing education today is thatour Digital Immigrant instructors, who speak an outdated language (that of the predigitalage), are struggling to teach a population that speaks an entirely newlanguage." (Prensky, 2001 p. 2)26 See QuickMBA.com (http://www.quickmba.com/marketing/product/diffusion/) for a single reference to acoherent expression of these types of behaviours. Whilst the reference here is to consumers, the behavioursdescribed are directly comparable to those displayed by all sectors of society approaching new technology.27 This is a direct quotation from the Vice Principal of one of the schools on the BSF project I was working on who,even by 2009, was still exhibiting the behaviours identified by Lynch.95Simon Hughes Ph.D. Thesis (October 2012)