Government primary and secondary schools across Australia are introducing digital technologies to support teaching and learning. Systemic models of deploying the information technology (IT) infrastructure to support this use of digital technologies however, can be at odds both with organisational models of school leadership and management, and with approaches used to support teaching and learning. Efficient IT deployment strategies drawn from the private sector are being applied within the school sector. These IT deployment approaches tend to be based upon centralised and standardised management models where the amount and nature of the software is limited and controlled. At the same time, many Australian government schools operate as 'self-managing' schools within a government school education or 'corporate' policy environment where it is intended that teaching and learning are geared to the requirements of the local community. This paper examines the clashes these different models of school organisation generate, and argues that if learning and leadership in schools are to be transformed by the incorporation of digital technologies into classrooms, then the drivers for such transformations have to emerge from what is happening and what is planned to happen in classrooms. It is argued that establishing IT infrastructure and deployment models that support transformative school leadership and innovative teaching and learning should be based upon students' learning requirements. Such an approach however, would generate different organisational models of IT infrastructure deployment than those currently seen in the current Australian government school education sector.