ABSTRACT
Like other organizations, schools inevitably have to come to terms with the new modes of communication, and with the new machines that deal with matters like the recording of results and finance. There is a natural pressure on schools to adapt to the new technology, the same impulse that drives teachers, like anyone else, to use computers in their everyday lives. The impact of new technology on schools is inevitable, but schools are also in a difficult position. There is a pressure of expectation on them, not just to respond to change but to lead it. Educational technology is an asset that can be used in teaching, in the development of new resource bases and as a different means of enabling pupil-teacher interactions. Schools are expected to use computers in a variety of ways, some of them, given the resources, contradictory.
