Based on weekly reports sent via electronic mail, correspondence between sites, and bi-monthly audiotapes from teachers, this qualitative study analyses data from 32 elementary and secondary Apple Classrooms of Tomorrow (ACOT) teachers in five schools concerning management changes that occurred in teaching and learning in the new computerized classroom environment. The study covers the period from October 1985 through June 1989. Section one of the paper describes the survival stage of development in the ACOT teacher's management style, when teachers are overwhelmed by the necessity of controlling student behavior, organizing the physical environment, adjusting to the technical aspects of the instructional innovations, and redefining their role in the classroom. Mastery is discussed next. Occurring during the second year of the ACOT program, teachers begin to anticipate problems in student behavior, classroom environment, and technology, and develop strategies for solving them. The final stage, impact, occurs when teachers successfully utilize the technology for managing the classroom and focus on their effectiveness as teachers. It is concluded that teachers learned to use the technology to enhance student motivation, interest, and learning, and incorporated technology in their teaching in such a way that they now could not imagine teaching without it. (15 references) (DB)