A study was conducted in 1986 which revealed that school-based computer coordinators used a combination of product- and client-centered strategies to facilitate computer use, but saw their role as transitional, predicting elimination of their jobs in 2 to 5 years. The purpose of this current study was to revisit the three schools (Eugene, Oregon) studied in 1986 in order to examine the work of the technology coordinators and the outcomes that they were able to effect over the past 7 years. A case study design was employed in the research, which used questionnaires, interviews, observations, and a review of relevant planning documents to examine the work of the coordinators. The following questions are answered: (1) What is the situational and historical context in which the technology coordinators have done their work? What conditions exist today? What has changed?; (2) What outcomes were the technology coordinators able to effect over the 7-year period?; (3) What are the impediments to the integration of technology in schools?; and (4) What strategies are used by the coordinators and teachers to overcome impediments to technology use in their schools? The present study supports the effectiveness of staffing change agents to work with teachers at the school level. Three tables illustrate research findings. (Contains 16 references.) (MAS)