Educational change does not occur easily. Intensive and long-standing efforts are necessary. Such efforts are happening in many countries, particularly with reference to technology as a stimulus for the change. But are these efforts resulting in real changes in schools? In this paper we will describe four areas of change: (a) the curriculum, (b) the role of the teacher, (c) the school structure and (d) student learning. The paper reflects on the impact of intensive computer use on each of these areas using observations from a ¿technology-enriched school¿ project that is currently underway (1989¿1992) in the Netherlands.