While the computer chip is revolutionizing society as a whole, its effects on education remain limited. This paper identifies and describes how exemplary elementary school teachers in Southwestern Ohio use technology in the classroom, and provides a model for the development of tomorrow's classrooms. Qualitative and quantitative data collection was conducted over a 6-month period in 1996-97. In Phase 1, 42 school district technology coordinators identified exemplary uses of technology in elementary classrooms, and named exemplary technology-using teachers. In Phase 2, 59 teachers identified as exemplary technology-users were surveyed, with questions based on information gathered in Phase 1. Seven general areas emerged as being most important to the technology coordinators: the Internet, instructional design, research, student use of multimedia authoring programs to create presentations, basic skills instruction and reinforcement, problem solving, and writing and desktop publishing. The teachers were in considerable agreement with the coordinators, and with each other, about technology uses. Of the technology coordinators surveyed in Phase 1, 45% did not identify any exemplary teachers. Findings from this study support the idea that technology has real potential for changing instruction. The picture of the exemplary classroom that can be developed from this study may serve as a model for the experts and the practitioner alike. (Contains 17 references.) (SWC)