The answer to this question depends a lot on how you word the answer.
Totally relevant, when we believe in having a set of external standards that we are able to use as a yardstick to make any number of judgments.
Totally irrelevant, if by looking at these standards we see that by removing any reference to "digital" or "technological" , we are left with the kinds of standards that we as teachers are meeting or attempting to meet every day.
If teachers see standards (technological as well as "ordinary") as relevant and worth striving to meet, then it is imperative that they are supported in this desire by school administration. For standards to be met it will require teachers and administrators working in tandem to make this possible.
Becoming a "Visionary Leader" can involve taking risks, and by the same token teachers have to feel that they can try new technological approaches to reaching without a fear of "looking bad" in front of administrators (and colleagues!). Appropriate professional development is also a must; however that's not the end of the story. In schools with many initiatives, administrators need to show awareness of the amount of time required in becoming confident enough with technology to use it competently and efficiently.
Other important areas where administrators can make the standards relevant is in support of parent education. When teachers can dialogue with parents who are aware and well-informed of the issues surrounding the technology, the school amd their child, then meaningful and clear discussions can take place.