Abstract
Recently, computers are being brought in elementary and secondary schools in Japan. This new system of technology forces schools to change those organizations. On the other side, the effectiveness of this new media is restricted by reactions of schools. The purpose of this study was to analyze the organizational reactions of lower secondary schools to introduction of computers, and the effects of these reactions on teachers' use of computers. This study employed the methodology that was named as 'comarison method of paired cases'. By this method, one set of schools, which were almost the same in terms of the assignment of computers and administrative supports, were selected. Main results were the following. 1. The dominant factors of organizational reactions were two types of leadership. Those were (1) expert leadership of the teacher in charge of computer operation, and (2) system operation leadership of the principal. 2. Those two types of leadership influenced teachers' use of computers through the change of organizational structure. 3. In spite of the change of organizational structure, however, the sphere and the frequencies of teachers' use of computers were limited. 4. The above suggested that though the norm to use computers were formed among teachers, the modification of deeper cultural components in the schools were not accompanied.
