The study of educational administration is narrowly conceived and becoming moribund. It has come to his condition because of an overreliance on, and an uncritical acceptance of, structural‐functionalism as its world view and value freedom, objectivity and nomothetic analysis as the guiding principles of its inquiries. The recent phenomenological critique has focussed attention on these matters and has stimulated some debate. This debate is much needed and to be welcomed, for it opens new avenues for pursuing the study of educational administration, avenues which may prove to be more productive than those travelled during the last twenty five years.

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This paper discusses school responses to changes in information technology based on survey data and four case studies of school districts in a Canadian province. Financial, administrative and political issues appear to have dominated the agenda and debates over priorities, costs and expectations of teachers have been central. Information technology has not, as yet, been integrated into people's thinking about teaching and learning. The authors argue that schools would benefit from better intelligence about the impact of such technology and from a wider repertoire of responses to it.

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