However, Mr. Reffner explains that the principal is the guiding force in overcoming such resistance. His personal viewpoint embraces the positive educational and economic aspects of technology. He finds this enthusiasm a key to the low resistance among his staff. As he maintains, “In my experience, technology integration is highest in buildings in which the principal is involved and excited about technology and its possibilities. Modeling technology usage is key if administrators want teachers to play an active role in technology integration. Administrators need to model, model, model,” (Reffner 2003).
Mr. Reffner’s enthusiasm extends to more than his positive views of technology and his modeling usage of it. He also encourages greater integration among all stakeholders, from parents to teachers, in a variety of ways. As I observed him, he provided support and encouragement to teachers who wanted to participate in conferences and development. He routinely communicated to staff through email instead of traditional print and distribution of communication. He required teachers to submit lesson plans through email. He also slowly integrated technology into the lives of parents by asking for email addresses on medical forms and sending school information by email to those parents who noted they permitted this form of communication. Mr. Reffner believes that technology implementation cannot be successful