In the context of digital transformation processes in schools, the introduction of technology is often discussed in terms of the individualization and optimization of teaching, learning and school management. However, it is often neglected that technologies are preconfigured and provide socio-material offers that invite certain actions and thus subtly shift forms of practice. Since the everyday life and actions of school leaders are also significantly influenced by digitalization-related transformation processes, they also have to refer to technologies and the associated affordances in their everyday actions. However, what these affordances are and how they influence the actions of school leaders remains unclear in previous research. Against this background, the present paper focuses on the following question: How do school leaders integrate technology into their daily practice and how does technology influence the practices of school leaders? Based on the results of an empirical-qualitative study using expert interviews and shadowing, the article presents empirical examples of technology-related affordances in the everyday lives of school leaders. Associated actions of school leaders in dealing with technology as well as subtle shifts in the dynamics between school leaders and other actors are shown. The article concludes with a discussion of implications for school practice, future research, and the professionalization of school leaders.