Some of my students are like me, reared in a less technology-oriented age but eager to embrace the new. Some are definitely of the information age: They live with technology daily, expect it to be infused into their courses, and incorporate it into their own learning. Most, however, have been reluctant to learn in this new way; they are resistant to change and anxious about the steep learning curve they face because they lag behind the information-age learners and first-wave adopters. These students need a classroom environment in which they have opportunities to practice and solve problems with the new technology as they learn (Newman, 2000).