This paper is based on observations of ten middle and high school science teachers in a multimedia workshop during the fall semester of 1997 in a large Northeastern public university. The workshop objective was implementation of multimedia technology in teachers' classrooms. The following methods were employed in this project: multimedia portfolio assessment, field notes, interviews, and questionnaires. Results were viewed from the situated learning perspective. Analysis revealed the following: teachers experienced positive conceptual change in their perception of PowerPoint, from it being a tool for teachers to it being a tool for students; goals of participants changed from more general to more specific; participants' confidence in video and computer skills improved; a collaborative environment developed among participants; participants showed emotional attachment to their workstations; teachers' reported understanding of the educational value of QuickTime movies improved; teachers' understanding of the educational value of PowerPoint presentations did not change; and teachers developed dependency on workshop staff. Nine tables illustrate the confidence decision tree from the information processing point of view, and results of selected questionnaire and interview responses. (Contains 25 references.) (Author/DLS)