The purpose of this study was to investigate the factors that influenced five middle school science teachers as they implemented and integrated instructional technology in their curricula, along with determining the effects that implementation and integration of instructional technology had on their pedagogy and curricula. The study involved empirical research with both qualitative and quantitative data. Data analysis included a cross-case analysis of multiple case studies. Data were gathered August 1999 through December 1999. This time period was selected because it provided the opportunity to test the ST[cubed]AIRS (Staff development, Time, Trainers, Transition, Access, Involvement, Recognition, Support) Model in a school setting from the beginning process of implementation and integration of a new technology. Findings are presented in the framework of the following research questions: (1) What were the teachers' concerns regarding the implementation and integration of technology? (2) What changes in teaching strategies and techniques did the teachers make when implementing and integrating technology? and (3) What were the strengths and weaknesses of the ST[cubed]AIRS Model? (Contains 20 references.) (MES)