This paper describes patterns of microcomputer use found among teachers nominated as "successful" at elementary and secondary mathematics and science instruction. The study focuses on the integration of microcomputers into the teaching process, and identifies four patterns of microcomputer use: "orchestration," "enrichment," "adjunct instruction," and "drill and practice." It analyzes the role of such factors as teachers' subject-matter and computer knowledge, students' ability and percent of minority enrollment, and school and district policies as they affect microcomputer-based instruction.
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