This paper examines the process by which an immediate access-to-technology environment influences the frequency, form, and substance of collegial interaction among classroom teachers. The longitudinal study, part of the Apple Classrooms of Tomorrow project, covers a 5-year period and utilizes data from 32 elementary and secondary teachers in five schools located in four different states. Over time, teachers' interactions moved from informal, infrequent exchanges to structured technical assistance to formalized team teaching and cooperation. Using electronic mail, correspondence between sites, and audiotapes on which teachers reflected about their experiences, researchers discovered that the new patterns of teaching and learning can be viewed as an evolutionary process similar to other models of educational change. Five stages were identified: entry, adoption, adaptation, appropriation, and invention. Differences in teacher attitudes and the organizational structure at the elementary and secondary levels led to different types of obstacles in team teaching. Several advantages of teamwork are noted, and experiences of selected teachers are provided. It is concluded that access to technology drove teachers to more collegial interaction and provided a measure of professional development. (31 references) (Author/DB)