Abstract: Despite increasing expectations for technological advancement in schools over the past few decades, technology use continues to remain peripheral to teaching and learning practices. Historically, low levels of technology use have been attributed to a lack of funding, devices or training. However, a recent Australian study, aligned with the social theories of technology, reveals that a multitude of contextual factors come into play that often have very little to do with technology, yet, impinge on levels of engagement. The study found that overworked teachers, the battle to shift long-established classroom practices and deep-seated issues emanating from within the school’s culture, all collided with efforts to engage meaningfully with digital technology, contributing ultimately to the school’s sense of technological inertia. In this context, this paper unpacks what occurred in one Australian primary school, as a research-based initiative set out to address the challenges the participants faced. Key barriers to technology use were identified and examined, and site-specific innovations were tailored to target or work-around them. Importantly, the innovations were not designed or implemented by persons from outside or by leaders in the ‘schooling hierarchy’. The baton of technology leadership was, rather, handed to the stakeholders of technology within the school, the very users – the students and the teachers. This paper details their journey to elicit change.