Educational research has shown that technology can enhance student acquisition of discrete skills through drill and practice. This document describes the research design of a study that examined whether technology could provide significant support for constructivist, project-based teaching and learning approaches. The study also identified the elements necessary for effective implementation of technology within an educational reform context. Data were derived from case studies that were conducted at nine sites that emphasized education reform and provided authentic activities for students from economically disadvantaged backgrounds. The sites, 8 individual schools and 1 network of 462 schools, were selected on the basis of the following criteria: (1) the strength of the site's education reform agenda over technological use for its own sake; (2) the involvement of large numbers of students from economically disadvantaged backgrounds, representing a variety of cultures, ethnic groups, and linguistic experiences; and (3) the use of network and other distance-learning technologies. Data were collected through observation; document review; and interviews with school technology coordinators, principals, teachers, students, and district personnel. The volume describes procedures for sample selection, data collection and analysis, and coding for the software program, Ethnograph. It also contains sample interview guides and copies of the school- and classroom-level debriefing forms. Five exhibits, one figure, and two tables are included.) (LMI)