Necessary conditions for successful integration of computers and other media into education include accessibility of hardware and software, opportunities for training and familiarization, and positive ideology. If these conditions are met, the result will be the development of demand on the part of faculty, pressure for more efficient systems and better utilization, along with innovative applications. This analysis was applied by a professor at Vermont College of Norwich University in order to understand the resistance of faculty to adoption of even simple applications for academic purposes, and to the construction of an approach for changing that. In April 1996, this professor of Graduate Studies communicated by e-mail with 15 different students. Eleven students sent at least one message, and 14 received messages from the professor. Two distinct kinds of messages were distinguished: facilitative and academic. Facilitative messages include those concerned with arrangements for meetings and conference calls, the submission of study plans, evaluations and other tasks. In the academic messages, students asked questions of substance about resources, formats and organization for written work, and developing insights and points of view; critiques of writing, encouragement, and suggestions about relevant experiences are typically offered. Examples of each type of message are provided. (AEF)