Human resource positions that are becoming known as Technology Coordinator (for district-level personnel) and Technology Resource Teacher (for school-level personnel) have been created to help integrate technology into classroom instruction. This study assessed the progress and effectiveness of Technology Resource Teachers, or TRTs, as technical and instructional support persons. Their roles and responsibilities were examined to identify any changes in their positions or their approaches to achieving their long-term goals. The study also compared its new results with previous results in order to identify the future roles of instructional technologists in public schools. Data collection methods included: interviews with TRTs; classroom, computer lab and site observations; public and personal records, reports, and documents; and teacher questionnaire and attitude surveys. The study was conducted in six middle schools in the southeastern United States. Results indicated that the TRTs were generally successful in establishing and maintaining a computer lab in their respective schools. The support of TRTs was instrumental in increasing their teacher constituents' confidence in their own computer skills and usage of their home computers. Teachers, however, did not yet show any major improvement in their attitude toward or usage of computers in classroom instruction--despite receiving regular training and technical support. On the whole, teachers' positive perception of TRTs and their role at the school, combined with the improvement in teachers' computer competency skills across the schools, are indicators of the TRTs' progress in their effort. A series of tables present the study results. (Contains 20 references.) (AEF)