Seng-Chee utilized a grounded theory approach to review twelve studies on the topic of technology leadership between from 2000-2009. The purpose was to summarize the key findings and reveal any relationships between technology leadership and the factors that contribute to effective technology use in schools and districts. Pertinent to my work is the evidence that reveals a trend towards transformational leadership that serves to improve pedagogy and learning for all. The review also revealed four areas of change that bring about efficacy in leading with and for technology. These areas are: infrastructural change, organization and policy change, pedagogical change and cultural change. It is the interplay of these for change areas that create As well Seng-Chee discusses the lack of empirical evidence citing position papers and articles based on personal experiences and stories of change rather than quantitative data. The author deems these sources as ideational and from that there is a clear need to develop quantitative studies to pinpoint data.