Abstract-With greater online access and greater use of computers and tablets, educational materials are increasingly available digitally, and are soon predicted to become the standard for science classrooms. However, researchers have found that institutionalized structures and cultural factors in schools affect teacher uptake and integration of technology. Findings are sparse that detail the complexities of how teachers actually incorporate technology in their teaching as they negotiate the introduction of a new and potentially disruptive innovation. With respect to a digital curriculum in particular, teachers can be unclear about their role vis-avis the curriculum, as the "computer" potentially becomes an alternative source of authority in the classroom, and this can mean that the teacher is no longer in control. This paper reports on the implementation of two units of an innovative environmental science program, Biocomplexity and the Habitable Planet, as a digital curriculum. We discuss some of the lessons learned about the mix of challenges, anticipated and unanticipated, that confronted four high school teachers as they implemented the curriculum in their classrooms. We suggest that developers and users of digital curricula pay particular attention to how they envision where the authority for teaching and learning in the classroom should reside.

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Programs which integrate young children with special needs in the year before compulsory school were studied in three countries using grounded theory. The core variable which emerged through constant comparative analysis was the role of the assistant teacher. Across all programs, the assistant assumed a primary caregiver relationship with the child with special needs, engaged in teaming with other teachers, and interacted in mutually supportive ways with parents. The differences in roles revealed the complex multidimensionality of the assistant role and raised questions for further study in each country as well as across countries. RESUME Les programmes qui intègrent les enfants handicapés dans l'année précédant la scolarité obligatoire ont été étudiés dans trois pays en utilisant la méthode qualitative inductive. La variable centrale qui ressortit de l'analyse comparée constate fut le rôle de l'instituteur assistant. Dans tous les programmes l'assistant assumait une relation de type parental avec l'enfant handicapé, participait dans un travail d'équipe et collaborait avec les parents. Les differences dans les roles révélèrent l'aspect multidimensionnel complexe du rôle de l'assistant et soulevèrent des questions qui restent à étudier dans chaque pays et entre les pays.RESUMEN Programas que incluyen niños con necesidades especiales antes de iniciar la educación primaria fueron estudiados en tres paises usando investigación cualitativa. La variable central que surgió por medio del constante análisis comparativo fue el papel del asistente del maestro. A traves de todos los programas el asistente asume una relación principal del cuidado del niño de necesidades especiales, cooperó con otros maestros, y interactivamente dio un apoyo mutuo a los padres. Las diferentes responsabilidades del asistente reveló el complejo multidimensional de su papel ocasionando preguntas para estudios posteriores tanto en cada país como a través de paises.0966-9760/97/020107-11