While the literature indicates that the problem with technology leadership in public schools is that administrators lack necessary training, knowledge, and skills, not much is known about specific areas where improvement is needed. This study explored technology leadership of high school principals and district superintendents for the purpose of determining their level of proficiency and their needs for professional development to become better technology leaders. When school leaders enable technology integration through vision and expertise, schools can achieve the promise of instructional technology, which can lead to greater student achievement and students better prepared for the technological society.;A mixed methods case study using both quantitative and qualitative data explored the proficiency levels of 20 principals and 18 superintendents on the National Educational Technology Standards for Administrators (NETS.A). A survey and semi-structured interviews were conducted to obtain information on participants' perspectives on their role in technology integration.;The findings revealed that administrators are proficient in technology for data management and analysis and for administrative purposes. However, they were deficient in areas of instructional technology. Administrators need professional development on all standards on NETS.A, as well as for each individual item.;By using the NETS.A standards to become aware of their areas of deficiency, administrators can design their own training to develop personal mastery in the area of technology integration. Administrators' ability to formulate an action plan for self-development in technology will positively influence their leadership in this technological age.;This study is a wake-up call for social change. Based on the results of this study it is not realistic to expect that principals and superintendents on their own will become trained in technology for instruction. The interviews indicated that unless they see technology as valuable and part of their leadership role they will not take time for training. Therefore, professional bodies such as ISTE, BOCES, and leadership academies need to promote the NETS.A and have it adopted as required competencies for principals and superintendents. High-level leadership is essential to inspire superintendents and principals to attend to their role as leaders in technology integration.
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