Since 1992, the Chilean Ministry of Education is developing a sustained process to incorporate ICT (Information and Communications Technology) into schools by providing equipment and training to faculty members. Schools appoint one of their teachers as a coordinator who will then receive an intense technological and pedagogical training. The purpose of this study is to investigate the ICT coordinator's roles and duties in the Fifth Region of Chile, Valparaiso. This is a qualitative study that used Focus Group studies and it was carried out in four municipalities of said region. The results of this study clearly show the difficulties experienced by the coordinator both as a technical support and a pedagogical leader, and as a peer advisor who has to perform that task choosing between an individual method and a collaborative one. (A bibliography is included. Contains 4 footnotes, and unnumbered figures and tables.)