Despite the world of rapid change, many have argued that, compared with other social systems, schooling has not changed appreciably in the past century. In an attempt to address this problem, educators, in conjunction with parents and business, have begun to push for the restructuring of time, space, organization, resources, and focus of schools. The tables presented in this paper will provides some insight into school restructuring by contrasting traditional and restructured schools. The tables point out the aspects of schooling which can be restructured using the support of technology, and focus on specific items related to curriculum, instruction and learning, and assessment. This is neither an exhaustive list of school restructuring dimensions nor a complete definition of technology's role. The tables are designed to help define what restructuring means, and what the support role of technology might be in restructuring. They are also designed to encourage thinking about how to translate theory into practice as work progresses toward the improvement of learning environments for all students. Tables are provided for curriculum, teaching and learning, and assessment, and are divided into information on the traditional classroom, restructured classroom, and role of technology. (MAS)