In the information age, Educational Technologists exist in complex, codependent organizations where the information age is demanding changes to our theory and praxis (Reigeluth, 2001). In this paper, the author argues that advanced leadership theory and practice can be used to characterize and design educational technology R&D, along with praxis, to account for the relatively incredible potential of this field to add to the social capital of our institutions, states and nations. First, the paper presents the need for specialized educational technology leadership epistemology. Next, the macro concept of social capital is presented as a model for describing high level contributions from the field, focusing on identifying key elements educational technology leaders need to understand. Finally, high capacity network characteristics and examples from research are presented to inform ET leaders about what it takes to create and sustain the necessary high capacity leadership network in the information age.