In this essay we analyse why the introduction of computers in education has not so far proceeded as expected. Three perspectives are being used in this analysis: a technological, educational and administrative perspective. It is concluded that from a technological point of view, the evolution is going better than was expected. For the other two perspectives, the reality has not at all reached the expectations. We describe that, in order to cope with this mismatch, we are adapting by changing some of the concepts underlying the expectations in the technological, educational and administrative areas. As a result we claim that in order to stimulate progress, a pragmatic approach in conducting research that connects instrumentation and implementation has to be pursued.