ABSTRACT
Information technology is widely seen as a change in society to which schools must respond, and a development that has tremendous implications for education. The commitment to using information technology, however, did not arise out of processes of planning or analysis, and was weakly linked to concepts of teaching and learning. Financial, administrative and political issues appear to have dominated the agenda at the senior level, and debates over costs were central. The developments that have occurred took place within a largely unexamined view of what schooling is about and how it should be conducted. The form of the narrative suggests that learning about and responding to technological change takes time and involves many complex, diverse and uncertain organizational processes. The computer says the word and the student then has to not only write the word, but can also bring up a picture of the object.
