Realizing the educational potential of computer technology largely depends on developing appropriate policies related to the technology. A Policy Delphi method was used to identify changes in education that are both probable and possible on account of the introduction of computers, and to explore potential patterns for arriving at a desired future. A critical element in the study was the Delphi panel, composed of 18 individuals with a knowledge of computers and a background in education. Data collection included a pilot study followed by three distinct iterations or rounds. Developments identified as probable and undesirable included underuse of equipment, problems related to the allocation of equipment, lack of appropriate software, piracy, confidentiality of files and information, equity, funding, resistance to change, software and hardware inertia restricting implementation of improvements in hardware, migration of human resources, and increased and conflicting demands on educational organizations. Desirable possibilities include development of a local software industry tailored to provincial curriculum, a strong emphasis on computer-related inservice, an awareness of the social effects of computers, and increased parent involvement in school matters. Potential patterns for achieving a desired future include increased software development and evaluation, increased levels of funding, inservice, a recognition of the need for policies related to educational computing, curriclular development, preservice, planning, security procedures, and communication among organizations and stakeholders. Nine major conclusions, from general to specific, are outlined and discussed. References are included. (TE)