After less than a decade from its inception, the introduction of new information technology in Australian education has already undergone some identifiable stages. These range from the scattered development of innovative programs to the formulation of state and national policies, from the original introduction of microcomputers into schools to the more recent developments in telecommunication and satellite technology. This paper identifies and analyzes the processes whereby, in each stage of development, certain elements predominate over others. In particular, comparisons are drawn between the predominant and "neglected" agendas of large-scale developments in education, on one hand, and the innovation sector where the more advanced applications of the technology remain confined to few schools and few learners. Against this background, this paper outlines the political, policy, and pedagogical implications of such differential developments with a view to establishing policy and research agendas to redress the balance. (Author/TE)