Computer courses have become part of the educational administration knowledge base. This paper considers issues under the general question, What effect does computing have on the knowledge base? Three major areas concerning the impact of computer technology on the educational-administration knowledge base are described. First the paper describes how educational administration preparation programs have been and are being shaped by personal computer technology. Next, the paper considers issues that have arisen around the addition of computer technology to degree and certification requirements. The paper argues that the issues surrounding administrative knowledge and the use of personal computer technology are intertwined with perceptions of the administrator's role--as building manager or as instructional leader. Finally, assumptions often made about school administration and personal-computer technology are listed. Some of the assumptions are that: students will learn computer skills on their own; computer skills are not linked to educational-administration programs; there is no need for a sociopolitical understanding of educational technology; and instructional application is not part of computer literacy. Recommendations for training include assessing students' computer knowledge upon their entry into the program and placing them into one of three competency levels. (LMI)