Administrators at all levels of the educational hierarchy are attempting to survive a sociological phenomenon, the increased utilization of technology (Harder, 1997). Technology for both instructional and administrative uses has created a schizophrenic atmosphere for educational leaders (White, Ringstaff & Kelley, 2002). Improvements in administrative and instructional efficiency will not be significant unless a comprehensive and systematic plan for evaluating the technology and its application to the educational organization is both present and used.