This paper discusses school responses to changes in information technology based on survey data and four case studies of school districts in a Canadian province. Financial, administrative and political issues appear to have dominated the agenda and debates over priorities, costs and expectations of teachers have been central. Information technology has not, as yet, been integrated into people's thinking about teaching and learning. The authors argue that schools would benefit from better intelligence about the impact of such technology and from a wider repertoire of responses to it.
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