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This article describes a study that examined the conceptions of three New Hampshire superintendents as to the institutional conditions they believe impact teachers' ability to integrate technology. Common thinking was found. They agree if integration is to be successful, teachers need a better understanding of how these technologies can be applied in instruction. They believe that multiple levels of leadership are essential, and they see lack of time and the public's hesitation to spend publicdoi:10.1080/15391523.2004.10782418 fatcat:bwffdufsfnellpmtofxs4vtu7a