This paper reports on how technology is currently used in nine schools that educators view as "promising" exemplars of technology use. Four elementary, three middle and two high schools from Arizona, California and Nevada (three schools from each state) were examined. Extensive document review and telephone interviews were conducted in preparation for two-person 1- to 2-day site visits. The schools implemented three types of technology: voice (internal/external telephone system with voice mail and electronic access to engage other technologies), video (within and between classes) and data (computers with electronic mail). The video category includes video cameras and computers for editing video productions, as well as television monitors, video cassette recorders (VCRs), and cable; the data category includes computers with Compact Disk-Read Only Memory (CD-ROM) and laser disc capability, scanners and Internet access. Access to computer equipment was an issue at all schools. All but one school had at least one computer in every classroom; special education classrooms typically had computers for each student. Staff training and support depended on technology types, schools' equipment and availability of training personnel, the purposes and manner for which technology was going to be used, and the breadth and level of technology skills already held by the teachers. In terms of program development, four issues were encountered by the sites: community support, finances, facilities, and educational philosophies. Each issue was encountered during different steps of program development: planning, implementation, maintenance and expansion. All of the schools are striving to keep up with technology. Unfortunately, needs and demands for technology are outpacing the funding potential. Contains seven references. (AEF)