Arguing that curriculum developers need to seek a better understanding of existing classroom orders before advising reform through new technology, this paper presents a review of research on the effects of microcomputers on the stabilities of classroom practice and describes a pilot study currently underway at Queens University in Ontario to determine what science teachers think about the impact of microcomputers on classroom management. The research reviewed is discussed within a framework that takes the teacher's perspective seriously and asks questions about how new technology will be used in the schools. Issues addressed by this research include the elements of student collaborative learning; the roles of the teacher, print materials, and teacher guides; classroom disruption due to the way computer-assisted instruction (CAI) materials are organized; and changes in student-teacher relationships. Data collection procedures for the two strands of the pilot project are also described, i.e., a projective test and audiotaped interviews to explore teachers' thinking on microcomputer use in the classroom, and videotaped class activities to show how microcomputers are actually being used. Detailed descriptions of interviews with a sixth grade science teacher and an eighth grade science teacher are provided, and a discussion of some of the concerns voiced by these two teachers concludes the paper. (DJR)