In this study, we consider open government within the context of schools and their educational communities, and its broader implications for future of e-government and e-leadership at schools. The research was conducted in 10 high-schools in Spain, testing how the various members that make up the educational communities have high expectations for open government policies and principles derived from them –transparency, participation, and collaboration–. We further proposed a conceptual framework to guide educational strategies in planning and assessing their open government initiatives, and also analyzed the resources and tools 2.0, obtaining best result for developing an open government through an e-leadership. One might assume that schools inherently are learning organizations, but as noted by Martin-Kniep (2007), they are often “…structured in a way that minimizes collaboration, reflection and innovation, the very elements that support meeting 21st century demands. This study starts with this philosophy and conducts a research to try to prove that open and participatory government and leadership are transferable to educational settings through a network technology organization that promotes collaboration, transparency, and active participation of everyone in the development of the present and future schools. We present the results of this research based on a multi-case study that shows the findings from different members of the educational community on school management practices since the incorporation of the principles of open and participatory government, “Open Government,” with the support from Information and Communication Technologies (ICT) in 10 secondary schools in the province of Toledo (Spain). The open and participatory management is supported in constant decisions for facilitating the collaboration of individuals of the educational community in developing the academic life of the school and communicating everything that is decided or done in an open and transparent manner (Chadwick and May, 2003; Jaeger and Bertot, 2010; Colquitt, Lepine and Wesson, 2011; Vázquez Cano, 2011). Schools of this century do more than meeting the academic needs; they function as miniature cities, providing food, facilities, health, security, transportation, and recreation services for their students, which implies the direction of a complex system and requires collaborative resources and strategies to involve people (Chapman, Allen and Harris, 2005; Chen et al., 2007). Likewise, technology can appear as a collaborative resource to support more items than instructions alone (Bouras, Giannaka and Tsiatsos, 2008; Schein, 2010). The management of schools should participate in new social settings that are committed to Open Government policies from parameters, such as transparency, consistency, openness, participation, effectiveness, and accountability (European Governance, 2011). 

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