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Abstract
This study examined the experiences of computer coordinators who have worked in elementary schools that have had computers for at least eight years and represents part of a longitudinal study conducted over four years. Using a replication of ethnographic methods that successfully guided the earlier wave of the study, the article considers the microprocesses of interaction among computer coordinators and classroom teachers, and how those patterns are related to the integration of computers in elementary schools. Findings reveal that, whereas school administrators and classroom teachers rely on computer coordinators to promote the use and integration of computers in their schools, these specialists are limited in their endeavors because of various structural and social conditions of their work. The examination of work relations among computer coordinators and classroom teachers may have critical implications for the direction of computer implementation in elementary schools.
