This brings us to the third piece of the puzzle, which is technology leadership and management. We could not have accomplished these tasks if the four school principals and the district superintendent and assistant superintendent had not adopted the joint technology and reform agendas as their own priorities. Creating a school-based decision-making team was a significant response for the superintendents' office. Their ability to see the advantages of working with all four schools made it possible to move forward quickly and lent credibility to our efforts.

The challenge for the principals went beyond the reform agenda to their everyday practices. Bringing technology into schools is a complicated process, from supplies to rewiring classrooms to helping teachers on technology committees look at policy issues. We have seen a change in all four principals in their willingness to use technology themselves, their knowledge of what it takes to support the technology, and their willingness to adopt new professional development strategies.

This is most clearly seen in the changing relationship between the principals and the education technologist. The position of the education technologist was largely undefined, yet teachers expected him to be in schools and classrooms on a daily basis. Initially, this caused stress with the principals, who were uncomfortable with a "stranger" appearing in classrooms. Together, the principals and the education technologist have worked out a set of expectations, a schedule, and a method of reporting that gives the principals a better sense of control over what is happening in classrooms, yet provides enough flexibility for the education technologist to respond to teacher needs.