This study examined the impact on learning of the integration of computer-based technology (CBT). The study focused on six New South Wales (Australia) government schools that were at different stages of development of the integration of CBT. Data were gathered through classroom observations and structured interviews with key personnel, students, parents, and other stakeholders. Findings are presented in relation to: (1) issues faced, including the importance of the school's technology vision statement, the importance of involved leadership and succession planning, and the need for technical support; (2) strategies adopted, including getting started with a whole school project and collegial approaches to professional development; (3) views of key stakeholders, including teachers' understanding of the influence of computer-based learning and student's use of computers; (4) examples of the current use of CBT, including multimedia project work and the use of e-mail to enhance learning; (5) the CBL integration threshold; and (6) classroom observations and their interpretation. The processes that underpin curriculum change related to the integration of CBT are analyzed in four major areas--external context, milieu, learning programs, and leadership. Appendices include the teacher interview schedule, the classroom observation schedule, and a sample letter to principals. (Contains 64 references.) (MES)