Political, fiscal, technical, curricular, administrative, and policy-related factors affect the implementation rate and effectiveness of technological change in the public schools. This paper discusses the ways that problems in each of these areas impeded change in the Dallas (Texas) Independent School District and draws some general conclusions about the change process. Among these conclusions are that the most valuable resource in technology change is trained technicians; that curriculum developers need to know the potentials and limitations of new technology; that curriculum content should be determined before methods for teaching that content are selected; that school boards should be given hands-on demonstrations of technology rather than verbal descriptions; and that the management of technological change may be the most effective strategy available to administrators for improving schools and schooling. (Author/PGD)