The integration of digital technology in secondary education presents significant policy challenges for school leaders. While technology has been integrated in the last decade with the promise of supporting active learning pedagogies, it has produced tensions in the teaching-learning activity system, including increased distractions, potential cognitive impacts, and limitations for students with learning difficulties. This study examines the educational impact of technologies through an ecological observational study in two secondary schools with different technology integration policies. The study identifies contradictions in technology integration and their implications for policy recommendations for school leaders.