(Institutional); *Educational Environment; *Educational Technology; Elementary Secondary Education; Values IDENTIFIERS *Technology Utilization

Analyses of the deployment of technology in schools usually note its lack of impact on the day-to-day values and practices of teachers, administrators, and students. This is generally construed as an implementation failure, or as resulting from a temperamental ahortcoming on the part of teachers or technologists. It is predicated on the tacit assumption that the technology itself is value-free. This paper proposes that technology is never neutral: that its values and practices must always either support or subvert those of the organization into which it is placed; and that the failures of technology to alter the look-and-feel of schools more generally results from a mismatch between the values of school organization and those embedded within the contested Lechnology. The paper is organized in five major sections addressing: (1) the culture of schools; (2) school workers; (3) the culture of technology; (4) the culture of refusal; and (5) cultural change. (Contains 31 references.) (Author/TMK) * Reproductions supplied by EDRS are the best that can be made * * from the original document. * at DEPARTMENT OF EDUCATIO