Three school systems were examined to assess issues pertinent to microcomputer innovations in the schools, and to determine whether a revolution in education was taking place because of this new technology. A case study approach was used in this exploratory analysis in order to collect information from four levels: students, administrators, technology specialists, and the community. The three sites chosen for the study were selected on the basis of the diversity of their geographic location and the type of school population served. It was discovered that school systems tend to adapt microcomputer use to their own goals, needs, and ways of operating. Although several common trends were observed among the systems studied, it was concluded that microcomputers on their own will not promote any particular outcomes, and their impact will depend largely on the educational context in which they are embedded. A paucity of research literature on the educational and developmental consequences for children using microcomputers is indicated. (MER)