The interaction between computer/information technology and the teaching professoriate is considered. Based on a model introduced in 1984, the first encounter with computing is viewed as an alien culture into which the novice must be socialized. Three distinct stages occur in socialization: reality shock, confusion, and attempts at control. To ease the transition of the teaching faculty into the computing culture, the college needs to develop programs to help faculty progress through each of these stages. Novices need to be forewarned about the nature of computing work and about its strengths and weaknesses. The effectiveness of different programs of anticipatory socialization on the reduction of reality shock need to be examined. Among the considerations for schools are: providing hands-on experience through inservice workshops and conferences determining how often workshops should be offered, and deciding on the usefulness of general discussions of computer capabilities and applications. At the stage of exerting control or mastery, two major issues should be studied: sources of faculty resistance to computerization and mechanisms to overcome resistance. Psychological reactance, fear of technology, and role conflict and role reversal are sources of faculty resistance to computerization. (SW)