This paper examines the value conflicts engendered by computing developments in two different institutional settings: electronic funds transfer systems and instructional computing in primary and secondary schools. While specific values depend upon culture and upon the character of the particular institutional setting studied, these two cases serve as instructive points of departure for examining the value conflicts that generally accompany different modes of computerization in other developed and developing countries. In particular, computing developments in Brazil illustrate some of the parallels and contrasts between developed and developing countries. (Author/TE)