My Guiding Principles for Technology Use

Sometimes I wish I was the sort of person who could formulate profound statements on various topics with very little editing, but I'm not. Instead I work to articulate what might seem obvious to others, but which helps me clarify my own thinking.
My guiding principles for technology are very similar to my guiding principles for a lot of what I do in my life.
1) Will this help me? If I invest time or money in learning to use this will I be better off, or will this gadget simply sit in my closet until I give it to Goodwill? My graphing calculator is a great example of a technology I actually use regularly. The ease of use means that I can spend time looking at relationships between changes to equations and changes to the graph of those equations.
2) Will this help my students? If not, why would I ask them to learn how to use it? I require my Foods 12 students to search for recipes online simply because many of them will be living away from home next year, won't have a library of recipe books, but will have internet access. They need to learn how to scale recipes realistically, so I give them practice.
3) Can this be implemented without tears on a zero budget? If not, am I willing to pay for the privilege of using it professionally? A great example of something I'm willing to pay to use is my laptop. It is worth it to me to be able to type up my notes, find illustrations, and format tests at home instead of at school.
4) Are students motivated to use this technology? Can I use their motivation to encourage them to learn what I want them to learn? This spring I wanted my students to research one habitat we studied during our ecology field trips. I really didn't want to assess their learning using a traditional test or research paper. Many of the students signed up to take a digital media course, so I used their interest in that topic to allow them to present information about "their" habitat in the format of their choice.
5) Is this technology transferable to other courses? Temperature, pH and turbidity meters/probes might be really nice to have for my biology course, but no one else in my school will be able to use them.
6) Does the administration support the use of this particular technology? Will the safety guards be more trouble than they are worth? Our school does not allow the access of most blog pages, youtube, or social networking sites from school computers. If I wanted to base course content on these I would spend a lot of time setting up parameters for their use from home. The benefits would have to be great before I would want to spend time in meetings convincing administration to change school policy.