As leader of the learning organization, the superintendent may make moral and intellectual decisions that build the capacity of administrators, principals, teachers, and students including the relevance of technology within the instructional process, the impact of digital tools and resources on the learning process, and the day-to-day operations of the district. When diffusion of innovation theory is applied to organizations, three independent variables related to the innovativeness of the organization are examined: individual leader characteristics, internal characteristics of the organizational structure, and external characteristics of the organization (Rogers, 2003). This researcher examined the influence of the superintendent as a variable in the integration of technology and innovativeness within the public school organization. A concurrent embedded mixed methods design was used to examine the perceptions, institutional actions, and influence of the superintendent in relation to technology integration in the Texas K-12 public school district. The sample (N = 240) included practicing public school district superintendents from the state of Texas. A purposeful sample of 5 superintendents were interviewed to obtain deeper understanding of their development as technology leaders, the vision of technology use for the district in which they serve, and factors they deemed necessary for successful technology initiatives. Canonical correlation analyses (CCA) were used to examine the relationship between both the institutional and technology actions of the superintendent and the integration of technology throughout the district as measured on the Texas Education Agency (TEA) School Technology and Readiness (STaR) Chart. The results indicated that a relationship between the superintendents' institutional perceptions and actions and district technology practices as measured by the TEA STaR chart data exists. A relationship between the superintendents' use of technology and district technology practices was not indicated. Data from the study indicated school districts and superintendents in Texas have a wide variety of experience regarding the integration of technology in the K-12 public school district. Data from all phases of the study provided an informative glimpse into the actions of and challenges faced by practicing public school district superintendents in relation to technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]