In this communication we try to show the conclusions of an investigation which aim was to analyse the changes experienced by the organization of the centers of primary with the progressive incorporation of the computer technologies. At the moment of introducing the above mentioned technologies tensions and confusion are generated but also innovation and change expectancy, of wich it follows finally a series of actions in the shape of modifications or variations in your organization. For it, we investigate in this study about questions as what role does play the commission of pedagogic coordination? What do the teams of teachers say in this process? What paper does the coordinator of computer play? What relations does this one establish with the chief of studies and with the intermediate organs of coordination? etc. To answer to questions as these we realize a study of case in two schools of Elementary education of the Valencian Community (Spain). In both cases we concentrate on the program of computer science, so much of the center as the institutional one, on the utilization of technologies on the process of the administrative - pedagogic documentation of the school; on the paper of the agents involved in the application, coordination and organization of the computers; on the labor of the commissions and equipments of teachers; on the origin of the resources and the criteria established as for the disposition, the space, the time and the implied persons; and finally, on the organization of the formation of the teachers. We end up by indicating different aspects that necessarily would have to be given in order that the technologies were managing to be integrated to the organization of a center: the elaboration of a program of computer science according to the principles of the educational project; the need to give a stability to the figure of the person in charge of the computer technologies; the utilization of the Commission of Pedagogic Coordination like organ of coordination for the cohesion of the program; the establishment of criteria of organization around the space and to the time (disposition and number of equipments in the classroom of computer science, flexibility of schedules, etc.); the constant update of the professorship in the use of technologies, etc.In this communication we try to show the conclusions of an investigation which aim was to analyse the changes experienced by the organization of the centers of primary with the progressive incorporation of the computer technologies. At the moment of introducing the above mentioned technologies tensions and confusion are generated but also innovation and change expectancy, of wich it follows finally a series of actions in the shape of modifications or variations in your organization. For it, we investigate in this study about questions as what role does play the commission of pedagogic coordination? What do the teams of teachers say in this process? What paper does the coordinator of computer play? What relations does this one establish with the chief of studies and with the intermediate organs of coordination? etc. To answer to questions as these we realize a study of case in two schools of Elementary education of the Valencian Community (Spain). In both cases we concentrate on the program of computer science, so much of the center as the institutional one, on the utilization of technologies on the process of the administrative - pedagogic documentation of the school; on the paper of the agents involved in the application, coordination and organization of the computers; on the labor of the commissions and equipments of teachers; on the origin of the resources and the criteria established as for the disposition, the space, the time and the implied persons; and finally, on the organization of the formation of the teachers. We end up by indicating different aspects that necessarily would have to be given in order that the technologies were managing to be integrated to the organization of a center: the elaboration of a program of computer science according to the principles of the educational project; the need to give a stability to the figure of the person in charge of the computer technologies; the utilization of the Commission of Pedagogic Coordination like organ of coordination for the cohesion of the program; the establishment of criteria of organization around the space and to the time (disposition and number of equipments in the classroom of computer science, flexibility of schedules, etc.); the constant update of the professorship in the use of technologies, etc.