Over the past five years, adoption of educational technology (EdTech) solutions in schools has seen significant growth, aiming to enhance teaching and learning practices and improve student outcomes. While integrating digital technology into school settings seems fundamental today, few studies have conceptualized the process highlighting the interplay between educational goals, stakeholder collaboration, and the role of external providers. This study attempts to build an approach of value creation for school leaders in the process of EdTech adoption, often overlooked in existing research. The study was conducted through a survey questionnaire administered to school management, principals and teachers to evaluate the adoption process. Additional data sources included interactions with diverse teams of the EdTech provider (EP) involved in direct coordination with the schools. Qualitative and conversation analyses were employed to examine the actions of schools and the EP, defining the adoption process. The data revealed a multi-stage process characterized by collaborative efforts between schools and the EP, emphasizing the importance of contextualization to address each school’s unique needs. Key stages included understanding specific goals, assessing curriculum mapping needs, evaluating infrastructure, and providing continuous teacher training support. Findings suggested that effective technology adoption requires careful consideration of these factors, tailored to the school’s context. The study underscores the need for explicit discussions and conceptual clarifications from school leaders and teachers to effectively navigate and drive the technology adoption process within educational environments.