The major focus of this paper is school teachers' integration of educational technology in their curriculum. Single studies made in Georgia, Pennsylvania, and Florida will be examined and a more complex study made in Michigan, Tennessee, Illinois, Montana, California, and Massachusetts which were later implemented among the Model School Partnerships in Hanau, Germany is also included. The results of technology-usage explained in these studies will be compared to the inclusion of technology at a technologically-advanced school site in NYC. (Contains 7 tables.) [M.S. Thesis, Mercy College.]