This paper examines how competing demands for accountability in public education are grounded in different visions of the role of education in a democratic society. It also suggests that accountability in education is being profoundly shaped by the technological revolution. While some contradictions in accountability stem from different goals for education, other contradictions arise simply because technology has made data acquisition and access, information production, and communication about educational outcomes easier. The paper examines how competing visions of democracy influence the understanding of the purposes of public education and the understanding of what accountability is and how it might be achieved. It also looks at how technology advances foster accountability by helping determine whether different educational purposes are being achieved. Lastly, it urges educational administrators to resist the lure of technology as the siren song of accountability, however it may be envisioned. Educational leadership programs can help administrators use technology to improve the ability to communicate clearly about educational outcomes that will support educational reform and productivity in the field. (Contains 16 references.) (DFR)