In the rapidly evolving landscape of education, technology has become an integral tool for enhancing teaching and learning experiences. From interactive digital resources to online collaboration platforms, educational technology offers boundless opportunities to engage students, personalize learning, and promote critical thinking skills. The primary purpose of this study is to explore the perspectives of school heads, particularly principals and administrators, on the integration of educational technology and their role in fostering a culture of innovation within their institutions. Utilizing a qualitative research approach, particularly employing the phenomenological research method, offers a unique opportunity to delve deeply into the perspectives of school principals regarding the establishment of a culture of innovation and the integration of educational technology within their institutions. Phenomenology, as a philosophical framework, focuses on understanding the essence of human experiences and the subjective meanings individuals attribute to those experiences. A total of ten participants are selected for this study, with five participating in in-depth interviews (IDI) and the remaining five taking part in focus group discussions (FGD). The findings related to the positive impact of educational technology on teaching and learning carry significant implications for policy development, educational practice, and future research. Moreover, Students with diverse needs benefit significantly from personalized learning opportunities enabled by technology. The use of assistive tools should be encouraged, ensuring that all students, regardless of their learning challenges, can access quality education.