The implementation of computer technology in the school environment has been identified as an important catalyst for educational change. How technology is introduced will have major implications for the success of projects. Traditionally, this approac h has meant that large sums of money are spent on new equipment and systems using the latest technology. Specialists are expected to make significant changes in performance. All planning and evaluation functions are directed from the top.
Employees assign ed tasks have little input into planning or evaluating the processes.
Typically, reactive organizations take drastic steps only after management is lost, rather than take initial steps to retain management that will put them into favourable situations. Mo reover, employees and their representatives feel detached, uninformed and uninvolved in the performance and success of the organization. Transformative policy, therefore, often becomes an exercise in planned obsolescence. A preferred position might be called incrementalism. Continuous improvement differs principally fro m the classical Western approach to improvement in that it relies on an investment in people, not on equipment.