The impact of an inquiry approach on both teaching and learning in a technology-rich grade-1 classroom participating in the Cooperative Alliance for Gifted Education (CAGE) is described. CAGE is a partnership project that combines the resources of the Cleveland (Ohio) public schools, Kent State University, and International Business Machines Corp. Data were collected in the first 2 years of a larger study from a teacher, eight students, and their parents, who were interviewed about changes resulting from inquiry learning through using classroom computers. Teachers' log entries and student projects were also analyzed. Analysis uncovered the learning domains of thought processes, collaboration (social interaction), and attitude (confidence and interest). Change in these areas was evident to teachers, students, and parents. Technology itself appeared to be a factor in the development of student thinking and in the development of teacher attitudes. Three tables and two figures illustrate the discussion. (Contains 23 references.) (SLD)