This dissertation presents findings from an investigation of how data informs school leadership decisions about technology use. The researcher conducted four case studies of K–12 school districts that had reputations for the effective use of educational technology. Ten attributes emerged that were shared among these four districts. The attributes included providing professional development to administrators in the use of data driven decision-making, forming a vision for technology use by all students and all teachers, and creating a viable funding model to acquire and maintain new technologies.