Many leaders struggle with introducing rapidly changing technological innovations into schools.
We know that change efforts require at least three to five years to become institutionalized. This becomes especially difficult with technology since most of us can't begin to imagine what technologies will be available five years from now. Because of the difficulty in planning, implementing, and institutionalizing the effective use of technology into student learning, the role of technology leaders becomes even more tenuous. This top-down format comforts teachers and other staff because the focus of the change is direct. When innovations are authority-driven, the innovation is only effective as long as teachers are being pushed and supported to use it.