Education is in transition between the ascendent microelectronic and descendent industrial revolutions, with purposes ambiguously linked to both. These purposes must be clarified before educational leaders can establish priorities for adapting education to the needs of a society transformed by microelectronic technology. Accordingly, the features of the microelectronic revolution are first described, including the major breakthroughs in computer technology, the growth of information utilities, the automation of industry, and changes in value orientation. Then the impacts of the microelectronic revolution are analyzed with respect to each of the established national goals for education: economic efficiency, civic responsibility, self-realization, and effective human relationships. Significant issues include the need for higher cognitive skills, the problem of educational equity, the growth of electronically enhanced participatory democracy, and the need for anticipatory learning and continuing education. Finally, the implications for educational administration are discussed, including "contextual design elements"--the shift from a theoretical to a futuristic paradigm in administrative studies--and eight "action design elements": purpose reformulation, computer awareness for administrators, anticipatory policy-making, structural changes, interactive networking, epistemological reevaluation, moral/financial support for new learning, and experimental programs. (TE)