This research employs an ethnographic approach in the examination of the effects that computers in schools have on student learning in the United States. It is argued that emphasis on technology, science, and mathematics is not enough to meet educational needs in America. The enthusiasm fostered by technological innovation often overshadows certain crucial questions with regard to how computers are used, the role that technology plays in solving problems, the role that computers play in educating a future workforce, and the long-term effects of technology in schools. Data is comprised of field notes and interviews that were recorded and transcribed. Findings indicate that a high volume of computer equipment does not guarantee competent students and that computers work best as tools of instruction. (Contains 18 references.) (DDR)