The contextual factors that influence the infusion of technology into rural and urban schools are explored in this study of technology integration in education. Two case studies of schools that have had a technology-rich environment for at least two years are analyzed using a document review, focus-group interviews, individual interviews, and classroom observations. Organizational, technological, and human-resources profiles describe the school environments. The rural high school has 392 students in grades 8 through 12, with an overall faculty-student ratio of 1 to 10. The urban school has 1,611 students in grades 9 through 12, served by 130 faculty and staff members. In both settings, the beliefs and visions of the administration and faculty who were interviewed included both pedagogical and catalytic rationales for computer-mediated instruction. Adaptability was a characteristic of both schools, and in both there was a core of technology-using teachers who modeled appropriate technology use in the classroom. Both schools already had an extensive technology base. Characteristics of technology infusion were affected by contextual factors in each school. An attachment contains forms used in the survey. (Contains 3 references.) (SLD)