America is shifting from an industrial age to a technological age, and educational observers are questioning the ability of our nation's schools to prepare its youth to deal with the changing nature of their country. With studies showing declining abilities among high school graduates in math competency, reading skills, and inferential reasoning and persuasive writing, schools have embraced new technologies as cures for their ills. Traditionally conservative institutions have acquired microcomputer technologies faster than they can learn how, when, or where to use them. Despite the large number of computers that have entered the nation's schools, the development and application of information technology has lagged behind due to several institutional and societal barriers: (1) inherent difficulties when institutions attempt to adapt curricula, schedules, and classroom organizations; (2) apathy or overt hostility on the part of some teachers toward computers and computer instruction; (3) difficulties with teacher training in the use of technology and in the production and selection of effective curriculum materials; and (4) a lack of adequate software. Educational leaders must stop and reflect on their future mission, develop goals and strategies for attaining that mission, assess their progress, and reevaluate their mission and strategies in light of this assessment. (THC)