One of the most prominent features of present-day school systems is the rapid introduction of computers into classrooms. This ubiquitous innovation has been linked to a number of processes which seek to restructure and reform North American education. Not surprisingly, it has also sparked a corresponding wave of research, with masses of data and analysis being accumulated, covering a wide array of issues related to both technical and pedagogical processes (Sutton, 1991, pp. 475-503; Bangert-Drowns et al, 1985, pp. 243-56).