This book offers a systematic examination of how teachers react--and how teaching and learning change--when computers come into the classroom. It describes a longitudinal study which took place in 13 elementary schools (8 public, 3 parochial, and 2 private) in Kentucky. Through a variety of data collection methods, the study explored and documented questions, issues, and experiences surrounding the dynamics of technical change involving computers in elementary schools. The best and worst ways to use computers in the classroom are explored and strategies are provided for using computers effectively to enhance teaching abilities. The chapters are: (1) Computing and Teaching in Elementary Schools; (2) Introducing Computers in Schools; (3) Motivating Teachers To Change; (4) Computing Styles Among Teachers; (5) Considering the Effects of Computing on Teaching; (6) Shifting Responsibilities: Computer Coordinators in Schools; (7) Computing and Occupational Rewards for Educators; and (8) Guiding Schools through Computer Integration. The research methodology is described in an appendix. (Contains 96 references.) (AEF)