Why change a "good" thing?

The authors remind us in chapter 4 that in order to make something undesirable the new desirable we need to change a reaction. The way to do this is create new experiences and create new motives. This made me reflect on my own school setting. We are very high performing school district fortunate to have involved parents and active students. We are located in an affluent area and as in many affluent areas we have high test scores because our students have high ability.
My goal is to get teachers to use technology to make the learning experience more engaging for the students. I have a tough sell since our current measures say the students are succeeding and making their state mandated goals. For several years we surveyed the entire community about different parts of the “school experience” and had very good results across the board.
Some teachers are constantly ready to try new ideas, practices and tools in the classroom in the interest of raising achievement, engaging the students, and keeping themselves interested as well. However, for those “laggards” it is a tough sell since their experiences are positive i.e. high test scores. A teacher can simply say, “why would I change?”
As I read this book I am thinking of the laggard or even resistant teacher. Why would they change if their experiences are positive? I think reconnecting them to their own teaching and learning values would help. I don’t think anyone I work with went into teaching for the summers or so they could teach the same way every year. Rather I think they went into teaching because they love children and want them to develop and grow. There is so much information out there saying the children we teach are very different from those we taught even 8-10 years ago. Making teachers aware of those differences is huge as is reconnecting them to their original values. I think reinstituting a student satisfaction survey might also be a good step in the right direction.