Public school campus administrators shape and build the campus learning environment through the policies and structures that they develop. Clarity through campus expectations and alignment to a common set of standards allows faculty and staff opportunities to align efforts - trainings, modeling opportunities, support networks - and exposure to instructional tools in meaningful applications. Through purposeful usage of instructional technology tools in a variety of campus mediums, teacher skill sets are better developed due to ongoing uses rather than standalone trainings. Additionally, confidence and positive perceptions developed from exposure to one platform are transferrable to other platforms and increase the potential for exploration and usage of other tools due to an increased understanding of benefits and an ability to successfully explore these tools and their intended classroom use. This case study investigates two high school administrative teams and participating faculty members on the existing uses of instructional technology tools in campus policies and structures. The study's framework consists of campus administration's role as instructional leaders, how innovative ideas are diffused throughout systems (Everett Rogers' Diffusion of Innovations), and the use of standards as an aligning component to instructional technology integration in schools (International Society for Technology in Education). [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]