This paper is based upon the findings of four major research projects. The first project (1986-88) explored issues of good practice, accreditation, and progression in information technology (IT) education and training for teenagers between the ages of 12 and 20. The second project produced the National Curriculum documents. A consensus resulted about principles and policies for IT in the National Curriculum, recently implemented in England and Wales. This document briefly examines the history involved in the implementation of IT in the National Curriculum within the following five contextual stages: (1) the initial absence of an educational policy toward IT in education; (2) the development and lead of classroom practice; (3) the philosophical differences among those educators who are partial to either the narrow or broad conceptions of the role of IT in education; (4) the search for key IT skills; and (5) the agreement upon the need to promote broad IT capability. The conclusion focuses on the purpose of IT--to support the development of active independent critical learning by effectively using IT across the curriculum and to develop and implement whole-school IT policies and coherent patterns of local support. (Eight references) (JAM)