Drawing on theories of framing and social networks, we examine how educators define policy goals in a technology rollout, and how this framing process shapes teacher attitudes for technology. We analyzed social network data and 37 interviews with district leaders, digital learning coaches, and school staff from six elementary schools in a mid-sized district in California. These data suggest that school leaders and teachers re-framed district reform messages in different ways depending on the density of dialogue in their networks and who had social influence. These framings supported teacher motivation for using technology in ways that aligned to or built upon the district's instructional goals, or prompted teachers to resist change and/or make compliance-oriented and superficial shifts in their practice. We argue that district leaders should attend to school context when implementing technology rollouts and proactively engage school actors to define the goals of technology. We caution that technology rollouts demand sudden and intensive shifts in teacher work roles and can foster resistance to change without adequate time and support.