Designed to identify teaching-learning strategies that can be facilitated by the use of technology and to specify factors and configurations that have impact on computer use in the classroom, this second-year study of computer use in Indiana schools focused on the effects of computer use on students and on teachers, the curriculum implications of the use of computers, and logistical factors that contribute to their effective use in schools. The study combined an inferential approach with ethnographic methodology to reveal in as rich detail as possible the characteristics of the teaching-learning experience in classrooms using computer technology. The quasi-experimental design permitted an evaluation of a variety of usage categories as they are implemented in the everyday life of schools, i.e., computer labs, one-computer classrooms, team teaching, application minilabs, computer assisted instruction (CAI) minilabs, a self-contained classroom with computers in a ratio of 2:1, a take-home computer project (Buddy System), and an interactive video project. Data were collected through site visits, achievement test data, and teacher logs. Analyses of the data indicated that both students and teachers had positive attitudes toward the program; most of the teachers had added cooperative learning techniques to their teaching methods; computer use in classrooms where teachers treated the project as an "extra" became routine, sometimes boring, whereas teachers who integrated computer use into the curriculum became more facilitators of instruction than dispensers of information. Conditions contributing to the most successful integration were identified as sites that had Macintosh computers that demanded use of application rather than subject specific software; sites in which computers were rotated into classrooms and teachers found ways to integrate their use into their daily instruction; and one-computer classroom sites where teachers found appropriate software for involving students in cooperative learning and problem solving focused on content areas. Copies of interview probes and forms for test data reports and a project log, detailed descriptions of the usage categories, and a table showing CAI site assignments are appended. This report is preceded by an executive summary and followed by a second volume presenting summaries of individual site visits. (DB)