This study examined the patterns of use, effects on roles and relationships, problems and preparations needs posed by the use of the Internet in middle school classrooms. Two technology-rich inner city middle schools in the Greater Los Angeles area were selected as pools from which to select teacher participants. Data collection was designed to gather information on teachers' preplanning processes, the actual instructional processes, and teachers' and students' reflections about instruction. Teacher responses to the following questions are provided: (1) "In what ways do teachers use online communications in the classroom?"; (2) "In what subject fields do teachers use online communications?"; (3) "What purpose(s) does the new technology serve in the curriculum?"; (4) "What problems do teachers and students encounter when using online communications?"; (5) "How does the use of the new technology affect the learning environment?"; (6) "How does the use of the new technology affect roles and relationships in the learning environment?"; (7) "What are the perceptions of teachers and students regarding impact and value of this technology?"; and (8) "What preparation is needed by teachers and students to use the new technology?" Results and implications are discussed in terms of philosophic and sociological, management, and curriculum and instructional issues. (AEF)