In most aspects of school function, school leaders have experience and preparation. A leader probably started their career as a faculty member, then studied school administration and progressed through positions that gave them more experience and in which they gained increasing knowledge of school operations.
Most school leaders freely admit they are not “technology people.” While they use technology for their work, they generally have not built a career around using it, studying it, and managing it to the same degree they have other aspects of school operations.
School leaders do not work in isolation. No matter the nature of the schools, there is a group of professionals who advise the chief executive officer. This group comprises others who are on a path like that taken by the CEO and they have similar preparation. As a result, there is a team of professionals with similar experience and preparation who make the decisions. Of course, group thinking does affect these groups, and school leaders are likely to limit dissenting voices as leaders in other types of organizations, but school leaders do have access to others whose perspective can improve decision-making.
The leadership team is likely to have a single technology professional, so they work in isolation. They have limited access to others on the leadership team to brainstorm or otherwise problem-solve.