Computers have entered our classrooms without clear instructional objectives to guide teachers. Without such objectives, there is no model with which to judge teacher progress when incorporating computers in their classroom. Using an evolutionary model developed from the computer-intensive Apple Classrooms of Tomorrow (ACOT) and success factors cited in the literature, this study examines how the ACOT model and success factors apply to the less computer-intensive environment found in most of today's classrooms. The study is based on personal interviews and classroom observation of four computer-using teachers -- two from high schools and two from elementary classrooms. The study concludes that the ACOT model does apply to less computer-intensive environments and gives an account of the success factors mentioned by these teachers.
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