What happens when a new social technology is imposed on the established social technology of the school? This book presents an unusual application of critical cultural analysis to a series of empirical case studies of educational uses of information and communication technologies (ICTs). Drawing on research conducted over a ten-year period in three different regions of the Anglo-American developed world, it examines themes arising from the struggle for the social spaces and emerging cyber spaces of schooling, the role of identity projects in educational change, and the paradoxes which arise from these processes. The resulting analysis offers a rich - and sobering - perspective on the rush to technologize classrooms.