ABSTRACT
This chapter examines the realities of technology leadership in Mountview, Lakeside and Middleborough schools, and the resulting outcomes and consequences. It highlights different 'leadership' arrangements that developed around technology, and considers their part in setting the conditions of technology use in each school. The tendency of schools to be organized around various forms of team and collective project work has necessitated the expansion of leadership responsibilities to the point where a majority of school staff might consider themselves to be a 'leader' in one way or another. Aside from technology resourcing, another prominent strand of technology leadership in all three schools was the development and enforcement of rules, regulations, policies and procedures relating to technology use. Leadership of technology use was generally acknowledged as being a matter of persuasion as well as direction. Leadership of the schools' technology use was subject to a number of other influences – in particular the influence of government policymaking and funding.
