Instructional technology has changed over the years in schools; the job of an instructional technology specialist has changed also. With the current emphasis on integrating technology into the curriculum, it stands to reason that instructional technology specialists should be involved in activities that are related to curriculum work, or that are in fact, curriculum work. This book helps us understand the connections between district-level instructional technology specialists and district-level curriculum work by creating a framework through which we can compare the work of these two groups of workers. The resulting information provides educators with suggestions of ways in which to ensure effective technological support of the curriculum so that student achievement can be maximized and so that resources can be used responsibly and effectively. This information should be useful to district-level administrators who are seeking to use technology to improve student learning and to any other educators interested in the connection between instructional technology and curriculum.