ABSTRACT
The transformative potential of new information and communication technologies for education is now becoming evident. It is not simply because we have a new tool for instruction. It is because of new teaching and learning models made possible through the use of computers and the Internet in schools and-even more important, in my view-because of wider social, cultural, and institutional changes brought about by the new information and communication practices made possible by these technologies. One must view technological developments in relation to those changed practices, each influencing and reinforcing the other. Such considerations make understanding the import of new technologies a crucial social foundations issue.
