The introduction of computer technology has touched off an actual revolution for teaching and learning activities. In the present study, we investigated the impact of the implementation and use of computers in the public school system, from the elementary grades to high school, in Niteroi city, Rio de Janeiro (Brazil). This city, with a total population of approximately 500,000, was chosen for this study based on the claim it offers the best educational project in Brazil, and on the fact that it is ranked as the first city in terms of digital inclusion in the state of Rio de Janeiro, and the second one in all Brazil, according to IBGE--Brazilian Institute of Statistics and Geography (Census 2000). This is a rather significant standings and represents an important qualitative and quantitative feature in comparison to other Brazilian municipalities and even to the experience in other countries. In our survey, we found that 82% of the municipal elementary schools (from the 1st to 4th grades, equivalent to the elementary school system in the US, and to the first phase of secondary education in France, and 32% of the state schools, including secondary school (high school system in the US, and the 2nd phase of secondary education in France) have computer laboratories. Difficulties were observed, such as the adequacy of teachers' training and continuing education, computer laboratory schedule, number of computers available, and equipment maintenance. In this context, this work is useful for the establishment of policies of implementation and use of this technology in Brazil, since as yet there is no established world policy, despite UNESCO initiatives.