Technology has been at the center of heated debates in educational settings driving schools to compete for the best technological equipments. However, in Lebanon there is a lag in technology integration matching twenty first century advances. Several barriers related to teacher attitudes, lack of technical skills and organizational constraints to promote and support the integration of the new technologies could be resolved if leadership skills are exercised in the concerned areas. Therefore, it is essential to probe deeper into the reasons prohibiting effective technology integration in Lebanese schools. The purpose of this project was to investigate the reasons behind lack of effective technology integration in a private Lebanese school. The investigation's primary aim was to identify whether schools support technology through adoption of school-wide initiatives as course management systems, student information systems, curriculum mapping software, and other teaching software, and allocate time and resources to technology integration. Its secondary aim was to explore teachers' use of the above mentioned technologies and identify barriers for implementing them. In order to achieve its aims, the project used the LoTi Digital-Age Survey developed by Moersch to address technology integration from two perspectives: level of organizational support provided by the schools for technology integration, and use of technology by teachers. The results were used by individual teachers to develop their professional growth plans and by instructional leaders to assess their school-wide technology initiatives. The investigator triangulated the results generated by the LoTi survey with classroom observations and document analysis to confirm the results indicating the school instructional leaders' lowest priority for professional development is in infusion of contemporary technologies and allocation of resources, whereas teachers' highest priority is in enhancing student learning and creativity based on their LoTi level = 2, CIP = 4, and PCU = 3. The lack of a strategic plan to guide the teachers, outmoded hardware, lack of technical support, and inadequate training are among the reasons teachers do not use technology for enhancing student creativity and learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]