Throughout the last years, there has been a big development and progress in the technological field, where ICT has been transformed in one of the most dynamic growth areas in current schools. Therefore, European policies include ICT initiatives and proposals to regulate digital technologies used in education.

In this respect, many countries have recently incorporated educational policies based on the ICT implementation in schools on a massive scale. This is the case of Spain and Galicia, which began to develop the one to one model (one laptop per child) in 2010. In other words, a large amount of classrooms from different schools are technologically immersed in that project.

Within this process of implementing ICT in schools there are multiple factors. However, ICT coordinator’s role is critical (Tondeur, Cooper, & Newhouse, 2010). ICT coordinator appears as a key role, which can change school, as facilitator or ‘change agent’ (Devolder, Vanderlinde, van Braak, & Tondeur, 2010). Thus, it can be argued that examining this role in depth is necessary.

Since the successful ICT integration in school is linked with ICT coordinators’ support, as well as the extent of school leadership (Tondeur et al., 2010), some researches have tried to identify the functions that ICT coordinators must develop in the school (Devolder et al., 2010; Valverde & Sosa-Díaz, 2014).

The most relevant functions are those which favor ICT implementation in the classroom, and these functions result in being less complex since they adapt to the teacher’s traditional role (Rodríguez-Miranda, Pozuelos-Estrada, & León-Jariego, 2014). ICT coordinators play multiple roles and perform several tasks within the school that influence the teaching and learning process. Devolder et al. (2010) state that in many cases the ICT coordinator has assigned multiple, complex and demanding tasks, therefore only a few can be done in practice.

ICT coordinators must respond to teachers’ demands in both technical, such as maintenance equipment, and pedagogical tasks. They must take the lead in working along with their colleges to raise children’s digital competence throughout the school education. They also have responsibility to provide suitable and contextualized training for teachers, thus supporting staff development in the use of ICT (Valverde & Sosa-Díaz, 2014).

Even if it seems that the Local Administration for Education has made an effort in this sense through implementing the ORDER, 17 of July 2007, about other teacher functions. In one of its articles (Art.14), it establishes the ICT coordinator tasks such as daily maintenance of equipment, pedagogical support to staff, driving ICT that it is used in the school, and designing the ICT Project. Nevertheless, in other article (Art.13), which regulates the role of ICT coordinator, it is defined as a voluntary or optional role; therefore, it is not a compulsory position in Galician schools, even though this role is an essential component in the 21^st century schools. This regulation implies that ICT coordinators do not have time freeing, neither other kind of recognition (economic, educational).

The lack of push from the Administration disagrees with the findings in a large corpus of studies, which have outlined the importance of the ICT coordinator’s leadership in the ICT implementation in schools (Devolder et al., 2010; Rodríguez-Miranda et al., 2014; Valverde & Sosa-Díaz, 2014), as well as the support that they give to teachers so as to solve problems (Tondeur et al., 2010).

Taking into account the relevance that the ICT coordinator has acquired in the digital era, we reflect about the extent to which leadership of the ICT coordinator influences on the process of integrating ICT in schools and the learning processes.

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