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This study explored how pedagogical technologists (PTs), as coordinators of pedagogy and technology, contribute to changes in teaching and learning practices through schools’ social networks. Two PT ego networks in two schools were constructed from unstructured and semi-structured interviews with PTs and other school stakeholders, participant observation at events, and document analysis. The study proposes several degrees and types of PT centrality in school networks based on the flow of innovation through a PT ego network. This study recommends specific interaction mechanisms and relationships to strengthen PT ego networks and school social networks for technological pedagogical change.