1 Secondary Educational Leaders and ICT Integration: A Case Study of Amiens Academy in France Mohamed Sidir* Cathia Papi** CURAPP_ Université de Picardie Jules Verne DEP_10, rue Frédéric Petit_ 80000 Amiens_France *sidir@u-picardie.fr **cathia.papi@u-picardie.fr Summary This paper examined the interconnected dynamics of how headmasters and teachers view ICT. We attempted articulate two social levels in which the diverse interests of these educators view the impacts and role of ICT in Picardie secondary schools. First, concerning the macro- level, we focused on the headmasters in order to assess their views of ICT projects. If the bureaucratic management style, centered on the stricto sensu application of ministerial texts and decrees, appeared to guide some headmasters often used to administrative management strategies, others were able to adopt innovative managerial practices. The latter headmasters would integrate both local and national procedures and teachers’ autonomy as data of their regulation and management of their school. This leadership approach for leading projects would constitute a gradual change in the professional identity of headmasters toward the construction of a regulation intermediary space which seems to play an important role in the development of schools and make headmasters the school decision- makers. At the micro-social level there appears a ‘disconnect’ from the previously documented levels. This concerned teachers’ pedagogical practices and refers to their personal, political and cultural convictions as well as to their interests in the acceptance or rejection of ICT. If some reluctance remained, most of the teachers seem to engage and use technologies that offer them some support and assistance in preparing their lesson plans. Nevertheless, practices in classrooms remain anchored in traditional models that teachers have internalized over time. The future of ICT in the schools has great potential across the Picardie region. And although many barriers still exist to adoption and implementation by headmasters and teachers, the transformations that ICT have had on all sectors of society suggest that ICT will become increasingly necessary to improve education, employment opportunities, and economic development in the region. ICT will play a major role in the future development of the region.