Well, it is true that learning Moodle requires investing some time and, in some respects, may require an adjustment of your teaching philosophy! For example, having the gradebook very tied in with with assignments. I frequently have faculty members ask me why they can't just put something in the gradebook without also having to put at least an off-line activity into the topics.
So you are dealing with many things at once--change being the most important! So not only do you have to get your teachers to see the benefits (each one for himself, because they will all be different), but also convince them that you are not going to let them sink or swim. You also have to be sensitive to the "digital divide"; if students can only access the materials at school, that changes the types of materials and activities you might incorporate into your on-line learning space. It also changes how much the system might be used and your expectations. It is a long, slow process.
I would recommend to you the research done by Apple Computer.
(from p. 16)
We observed that teachers
approach to the use of classroom technology evolves through a few orderly
stages: entry, adoption, adaptation, appropriation, and invention. And we found
that certain kinds of support help speed that evolution: mentors who are
further along in the process, opportunities for reflection, and encouragement
to question their beliefs about teaching and learning.
Stages Examples
of what teachers do in this stage
Entry Learn the basics of using the new
technology.
Adoption Use new technology to support
traditional instruction.
Adaptation Integrate new technology into
traditional classroom practice. Here, they often focuson increased student productivity
and engagement by using word processors, spreadsheets,and
graphics tools.
Appropriation Focus on cooperative,
project-based, and interdisciplinary workincorporating the
technology
as needed and as one of many tools.
Invention Discover new uses for technology
tools, for example, developing spreadsheet macros for
teaching algebra or designing projects that combine multiple technologies.
There are many more findings and a great deal of addition
research to be found at http://www.apple.com/education/k12/leadership/acot/library.html.
Okay, that is not what you asked for, but I think to be successful you have to work with a wholistic plan! Realistic expectations are very important. And technology is rarely a time saver, particularly at the beginning and for an inexperienced user. It only saves time down the road if at all. (I always find down the road, I change my course so much that it is almost like building it all over again).
Getting down to what I like about on-line course resources--
it is available 24/7 and in a format where students can access it and understand why they are accessing it when they are no longer in the room with me (i.e., there are instructions and structure there)
it relieves me of responsibilities and puts them on the student--I don't have to locate more copies of this, that, or the other. I tell them to go to the web.
it gives me asynchronous tools I don't have in the classroom--instant message, email, forum for reflection; that means the students also have those tools!
I can create materials that appeal to students with different learning styles--video lectures, written handouts, links to interactive websites. All organized, ready for them to use with no searching. Efficiency matters for students too.
Students who are not in class, need more time, need more repetition have much more opportunity to interact with on-line materials than students who must be physically in class to get the information. Not a substitute for an excellent face to face teacher, but a help when it isn't available. I had 6 young girls on maternity leave the last semester I taught high school. They could have gotten so much more if the home bound teacher had been able to bring them something more than the textbook!
Biggest reason for me? I think about my courses all the time, not just at work! If I am trawling around on the internet and find a great article, I can add it to my course RIGHT THEN. No waiting, no messing with copy machines, and I can hide it or show it as appropriate. I collect things for courses I am teaching, or courses in 'storage', all the time. And everything is always organized. It is accessible anywhere I have an Internet connection. That aspect of a system like moodle is wonderful. But it won't appeal to everyone!
You don't mention whether or not your school leadership is requiring an online presence for teachers. If all teachers are required to do a certain amount from "above", that can also be a catalyst.
Sorry so long. Hope some of it helped. I do write from a university level experience now, but I taught high school (ages 14-18) for 5 years and elementary/jr. high (ages 5-13) for 6 years.
atw