Realistically, it takes five years from the first budget request until hardware and software components have been acquired, everything is wired and major systems are operating. Along the way there are political and organizational hurdles to overcome in keeping funds flowing and the roll-out on schedule. There is limited knowledge in educational organizations about how to choose, implement and use technology. There are fewer established practices on how to use technology effectively. Superintendents did not learn how to work with technology as part of their coming up through the ranks, and most do not know how to manage it strategically across all levels and functions.
School systems are still largely paper-based organizations with little technology.
Change management is a critical factor. But all of them now are being affected by technology. Electronic media rather than print will be the basis for instructional materials, networks will allow a flexibility of time and location for schooling that will change the dependence on the school day and schools in fixed locations, teachers will have to acquire a new set of skills and pedagogical approaches to use the new materials and networks, and administrative processes can be re-engineered for greater efficiency. Barriers to effective use of technology are more organizational than technical. A superintendent will have to become knowledgeable in managing changes in organizational structures and processes so technology can have a positive impact.