This is a case of technological change as it took place in Jefferson Middle School over eight years. It is a study of how a school moved from the abstract level of visioning and planning to the concrete level of action and implementation. Through interviews, historical documents, and reflection a story is told using a building trade metaphor of how the work environment, governance, and learning evolved under the leadership of a new principal as an instructional
technology plan was implemented. A lens metaphor was used to view culture, change process, leadership, and reform and frame the guiding questions and conclusions. The culture was transformed by empowering staff members to act and involving them in decision making. A change in the use of instructional technology occurred because staff members shared ideas; participated in visioning, planning, and training; and used the services of an "outside expert".
Leadership roles such as "supporter," "innovator," and "expert" were dispersed
among staff members. The staff was involved in building level reform as they identified and solved problems. This case may be helpful to practitioners implementing change.
