In Chapter 10, we argued that the “long-distance” change strategies of many creators account in part for the limited diffusion and adoption of educational software and, even more important, for the minimal implementation of such software once adopted by families. As highlighted earlier, most families in our study had little awareness of, interest in, or accurate information about good educational software or how to use it effectively once they had it. The schools their children attended did not or could not offer much assistance in this regard. Families that were interested seemed at a loss about where to go to get such information and help. A third broad lesson of our research is that much greater effort needs to be devoted to creating and maintaining effective linking agents to families.

In this chapter, we examine the viability of schools as effective linking agents for home academic computing. After discussing home–school relations in general, we focus on home–school relations surrounding the computer, noting some of the collaborations under way around the country that are promoting educational computing both in school and at home. Then we consider some important conditions that need to be addressed if schools are to become effective links. We also consider several other possible links.