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To examine the effects of post-training support, we studied the introduction of new gradebook software in a public high school. The school's 108 faculty members received training on the software, and approximately half of the faculty received posttraining support for eight weeks. The study measured the faculty's current computer usage, usage of earlier versions of the software, and their perceived skill levels in using the software. The data suggest that the faculty members who receiveddoi:10.1145/1026533.1026556 dblp:conf/sigdoc/SnoddyN04 fatcat:3owih5usxfcdpg7et25ikxj2lq