Case studies were conducted to gain a better understanding of the impact of technology in schools, focusing on schools that have had a technology-rich environment for at least 2 years. The four sites selected included a rural high school, a suburban middle school, an urban elementary school, and an urban high school. The case studies collected information under three broad categories: an organizational profile, a technology profile, and a resource profile. Observations of the four-member study teams and their inferences are reported through a cross-case analysis. In each of the four schools, adaptability was a characteristic, and this adaptability was complemented by beliefs and visions of educational technology. Technology was seen as an integral part of the educational process, rather than as a supplement, in all four schools. Each school also had a "visionary-type" leader or team of leaders who sparked the innovations. In all the schools, implementation was regarded as a journey rather than an event. All four sites experienced difficulties, but all persevered with the integration of technology and instruction. An appendix contains an interview protocol and data collection forms used in the studies. (SLD)