The world's first school-based one-to-one iPad initiative was implemented in a British school in 2010. Every year since, more iPad initiatives have been implemented in British schools, with school leaders citing various reasons for introducing them. However, results of iPad initiatives have not always matched expectations. British schools are also the setting for another recent trend: a form of distributed leadership that has emerged from a context of political, structural change influencing a range of social constructs including education reform. These two trends converge in technology leadership, an arena where teacher leaders, empowered by their direct experience of pedagogical practice, are authorized to respond to new challenges in teaching and learning. This form of leadership has been adopted by one school in southern England that was the focus of a qualitative case study exploring how distributed leadership contributed to the success of an iPads initiative. The study's unit of analysis was a group of seven teachers with a distributed leadership role within the iPads initiative. Interviews with these teacher leaders and survey data were used to identify successful and challenging aspects of the distributed leadership model. The theoretical background framing the study assumed distributed leadership in British schools to be a reaction to specific education reforms imposed by external bodies including central government. Among these reforms is a new mandatory ICT curriculum, which specifically recognizes the significance of tablet devices and calls for changes in pedagogy. The study was, therefore, well placed to explore tensions between old and new pedagogies as well as the interplay of traditional and distributed leadership models. The study found that distributed leadership was a suitable model of leadership for iPads initiatives. Four categories of benefits that result from distributed leadership in schools were identified and named, and three recommendations made: that appropriate consideration be given to selection of teacher leaders in distributed leadership initiatives; that robust monitoring and review systems accompany technology initiatives to ensure objective oversight and recommend modification where appropriate; and that school leaders prioritize their duty of care over students, particularly with regard to online safety. Areas recommended for further research include the relationship between compartmentalized leadership in traditional British independent schools and modern distributed leadership, and the tension between home and school stewardship of online safety. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]