基本上學校本身是一個開放的系統，所以與學校有關的利害關係人都會對學校產生影響，催化領導者就是要建立利害關係人間的溝通網路及共同願景，必定要互助合作，所以才需要重視非正式的協商與溝通。催化領導強調領導者對於部屬的信任，主張運用權力去支持專業的互讓，經由催化領導的影響，學校組織成員比較容易形成共識，並且易於發展未來的遠景，增進學校同仁對於學校的信心及在學校中的生涯發展信心。
5. INTEGRATE TECHNOLOGY INTO THE CURRICULUM
第五項元素：整合科技至課程中
As the research demonstrates, technology impacts student learning when there is a match between content standards and the technology being used. Teachers face six barriers to effectively integrating technology with their curriculum:
研究顯示，當課程內容標準與所使用之科技兩者能互相搭配時，科技會影響學生的學習，教師要有效地整合科技至他們的課程中面臨著六種障礙。
* Leadership. The lack of leadership is the single biggest barrier to the use of technology.
領導能力：領導能力的缺乏是使用科技的最大障礙。
* Access. One or two computers or a weekly visit to a computer lab do not impact student learning.
使用機會：一兩台電腦或者是一週至電腦教室一次是無法影響學生學習的。
* Time. It takes time for teachers to review software and figure out how it fits with their instructional program.
時間：對教師而言，去重新檢視軟體並找出它如何符合教師的教學計畫是很花時間的。
* Cost. Schools often provide only minimal funds to purchase software. Teachers may not be willing to spend their own money to purchase multiple copies of software.
成本：學校經常只有提供最少的資金來購買軟體，教師可能不會願意花費他們自己的金錢去購買多套軟體。
* Training. Apple Classroom of Tomorrow (ACOT) research found that it takes training for teachers to move from "How do I turn it on?" to where they comfortably and routinely integrate technology into their classroom.
訓練：蘋果明日教室之研究發現，要教師從不會開機的情況，到能夠舒適並且日常性地整合科技到他們的教室中是要訓練的。
* Reform. Technology makes its greatest impact when teachers use project-based learning practices to engage students.
改革：當教師使用專題為基礎的學習方式來吸引學生學習，科技能展現最大的影響。
Student proficiency standards embedded with instructional projects can help teachers to know which technology skills students need to demonstrate. The NETS project offers one model (http://cnets.iste.org/index2.html).
學生精熟標準嵌入教學計畫中，能夠幫助教師了解學生需要何種科技技術，NETS計畫提供了一種模型。
6. COMMIT TO PROFESSIONAL DEVELOPMENT
第六種元素：專業發展之承諾
The plan must address the goals for professional development. Providing appropriate training is the key to effective use. Research has demonstrated time and again that an ongoing professional development program is required (Dwyer 1994; Ringstaff et al. 1991; Ringstaff 2001).
The most effective staff development programs deliver to teachers when they need it, at their school, and on their own equipment.
One-time "spray and pray" workshops do not result in any change in teacher behavior. The ACOT research found that teachers' growth goes through five stages: entry, adoption, adaptation, appropriation, and invention. Even with a strong professional development program, less than 50 percent of teachers reach level three.
計畫必定要致力於專業發展的目標，提供適當的訓練是有效使用的關鍵，研究已經一次又一次的證明，一個持續的專業發展計畫是必需的。當教師在他們需要時，給予教師最有效的成員發展方案計畫，無論是在學校或者是在他們自己的設備上。
一次性的“噴霧禱告(無的放矢)”工作坊對教師的行為不會有任何的改變，ACOT的研究發現教師的成長會經過五個階段：進入、採用、適應、撥款、創造。即使擁有強而有力的專業發展發方案計畫，三級教師仍舊低於50%。
The plan should also address the technology proficiencies that teachers will be expected to demonstrate. The NETS Project, mentioned earlier, can also be a source for teacher proficiency standards if your state or district doesn't have them.
計畫也應該致力於教師所能預期展現的科技熟練程度，先前提到的NETS計畫，也能夠成為一個教師精熟標準的來源，假如你所在的州或學區還沒有的話。
