Amid the pedagogical and leadership shifts that the COVID pandemic placed on the K-12 educational landscape, the pandemic itself brought to light the systems that need to be in place for technology to be effectively integrated in classrooms and school buildings. The COVID transition period has produced a technology rebirth in K-12 schools across the country. This article provides a theoretical framework for K-12 leaders to utilize as a guide to establishing a technology integration system in schools that is effective and sustainable. This comparative case study examined two school districts and utilized multiple methods to formulate an actionable framework for technology leaders. Through the combined theoretical lens of Peter Senge's learning organizations and Hargreaves & Fullan's professional capital model, researchers highlight the need and value of current instructional technology measuring and evaluative tools, and how they resourcefully support and guide technology leaders. Findings revealed leadership practices and systems thinking matter, and that they have a prominent impact on technology implementation and adaptation within the fabric of K-12 schooling.