According to Surry and Farquhar (1997), top-down, macro-level approaches to IT adoption are rooted in deterministic philosophy, which sees technology as an autonomous driving force for social change that is outside human control. An extreme example of a technology program that employs only a macro-level approach while ignoring micro-level aspects is a school district that decides to purchase and implement IT—e.g., a classroom grading system, virtual science experiments, a diagnostic reading program— without first assessing classroom needs or involving teachers in the selection process. Macro-level approaches are likely to fail because teachers may not see the innovation’s benefits and resist its adoption.