This paper describes a theoretical perspective in which teacher performance and classroom procedures in technology-based settings can be observed and compared. The paper uses as an example the Systems Thinking and Curriculum Innovation Network (STACIN) Project, which implements a simulation-modeling software package as an analytic problem solving tool and instructional strategy. This perspective can be used to classify the different modes of adaptation that teachers use as they implement technological curriculum innovations in their classrooms. A conceptual matrix is proposed. The first dimension in the matrix corresponds to teachers' level of mastery of the technology. A continuum of four stages is proposed, but the progression is not expected to be linear or uniform. The second dimension corresponds to the type of application with the software, in this case the STELLA simulation-modeling package. Four categories of application describe how teachers use systems thinking and STELLA in their courses. Applications depend on course content, subject area, level of student competence, and educational objectives. On this dimension a developmental continuum is not implied. Vignettes of three individual teachers and three sets of teachers who have been classified within the matrix illustrate how technology is impacting performance in the STACIN classrooms. (7 references) (BBM)