This study examined the role of modern technology in enhancing school administration and management in selected public schools in Nsama District, Northern Province, Zambia. Despite growing recognition of Information and Communication Technology as a catalyst for efficiency in education systems, rural schools continue to lag in adoption and utilization. A descriptive survey design using a mixed-methods approach was employed. Data were collected from 40 respondents comprising 5 head teachers, 5 deputy head teachers, 10 heads of department, and 20 teachers across 5 public secondary schools using questionnaires, semi-structured interviews, and document analysis. Findings revealed that technology significantly improves administrative efficiency, particularly in learner record management, staff communication, financial administration, timetable scheduling, and data-driven decision-making. However, implementation is constrained by inadequate ICT infrastructure, unreliable electricity supply, limited digital literacy among administrators, high cost of internet connectivity, and insufficient funding for maintenance. The study concludes that technology has transformative potential for school management in rural Zambia if supported by targeted government investment, structured capacity-building programs, and public-private partnerships. It recommends the development of a district-level ICT policy for schools, training of administrators in Education Management Information Systems, and solar-powered ICT labs to mitigate power challenges.