 2008; 30 Kritt & Winegar, 2010; Leonardi, 2008; Strobel & Tillberg-Webb, 2009), and affect policy (Clegg et al., 2003; Wyatt, 2008). Technological determinism is the philosophical perspective that assumes that technology causes inevitable change in society (Leonardi, 2008; Leonardi, 2009), exerting a control over human society with technology considered in some way to be an autonomous force operating outside o f social control (Feenberg, 2010; Hofmann, 2006; Leonardi, 2009). The study proceeded from the framework for educational technology proposed by Strobel and Tillberg-Webb, who asserted that philosophical assumptions about technology "are all-encompassing in our thoughts and interactions with others" (Strobel & Tillberg-Webb, 2009, p. 77). The Strobel and Tillberg-Webb framework emphasizes as a starting point that educators should question whether technological determinist assumptions influence thinking about educational technology (Strobel & Tillberg-Webb, 2009). Philosophy of technology assumptions have been the focus o f empirical studies outside of K-12 education to examine the influence of assumptions such as technological determinism on technology management and leadership. Researchers found that technological determinist assumptions can influence the thinking of leaders, including their perceived agency in shaping technological change, affect discourse, and influence the decisions that leaders make on behalf of their organizations (Grant et al., 2006; Jackson & Philip, 2010; Leonardi, 2008; Leonardi & Jackson, 2004; Prakash & Sinha, 2008). For example, Jackson and Philip (2010) conducted a study o f the management of technological change in organizations, in order to assess the effectiveness of the assumptions and approaches associated with technological determinism, cultural determinism, and techno-cultural emergence. The researchers conducted a qualitative 31 case study of public and private sector organizations, using multiple methods including interviews, analysis of documents, and observations (Jackson & Philip, 2010). The construct of cultural determinism for the study was similar to social determinism (see Introduction section), and the researchers defined cultural determinism as the perspective that neglect of human and cultural factors is the primary cause of failed technological change (Jackson & Philip, 2010). Jackson and Philip (2010) found that a college proceeded from assumptions characterized by technological determinism, and a university proceeded from cultural determinism, and in neither case were the technological change outcomes successfully implemented. In these two cases, the college and university were not successful in managing the unant
2008; 30 Kritt & Winegar, 2010; Leonardi, 2008; Strobel & Tillberg - Webb, 2009), and affect policy (Clegg et al. , 2003; Wyatt, 2008). Technological determinism is the philosophical perspective that assume that engineering causes inevitable change in club (Leonardi, 2008; Leonardi, 2009), wield a control over human society with engineering considered in some way to be an autonomous force operate outside o f social control (Feenberg, 2010; Hofmann, 2006; Leonardi, 2009). The sketch proceeded from the framework for educational engineering proposed by Strobel and Tillberg - Webb, who asserted that philosophical assumptions about technology " are all - encompassing in our idea and interactions with others " (Strobel & Tillberg - Webb, 2009, p. 77). The Strobel and Tillberg - Webb framework emphasizes as a start point that educators should interrogate whether technological fatalist assumptions influence remember about educational technology (Strobel & Tillberg - Webb, 2009). Philosophy of technology assumption have been the focus o f empirical studies outside of K-12 education to examine the influence of assumptions such as technological determinism on technology management and leadership. Researchers found that technological determinist assumptions can influence the thinking of leaders, including their perceive agency in shaping technical variety, affect discourse, and influence the decisions that drawing card make on behalf of their organizations (Grant et al. , 2006; Jackson & Philip, 2010; Leonardi, 2008; Leonardi & Jackson, 2004; Prakash & Sinha, 2008). For example, Jackson and Philip (2010) conducted a cogitation o f the management of technological change in organization, in order to assess the effectiveness of the assumptions and access consociate with technological determinism, cultural determinism, and techno - cultural emergence. The researchers impart a qualitative 31 case study of public and private sector organizations, using multiple methods including interviews, psychoanalysis of documents, and observations (Jackson & Philip, 2010). The construct of cultural determinism for the study was similar to social determinism (attend Introduction section), and the research worker defined cultural determinism as the perspective that neglect of human and cultural factors is the basal cause of failed technical change (Jackson & Philip, 2010). Jackson and Philip (2010) found that a college proceeded from assumptions characterized by technological determinism, and a university proceeded from cultural determinism, and in neither case were the technological change outcomes successfully implemented. In these two casing, the college and university were not successful in managing the unant
 2008; 30 Nritt & Winegar, 2010; Leonardi, 2008; Strobel & Tillywrg-Webu, 2009), and zffect pulicy (Clegg et al., 2003; Wyatt, 2008). Terhnooogicql determinism is the ohilosophpcal perspectmve that assumes that tegknolofn cauvxs inevitable cmange in sowiety (Leonardi, 2008; Uelnardi, 2009), exerting a control over humwn socirtj with technoljgy bogsidsgeb in some way to be an autonomohs forct operating outsidr o f social control (Feenbfrg, 2010; Hofmann, 2006; Leonardi, 2009). The study prosweded from tfe framewogn for educztional technology proposed by Rtrobzl and Tillveeg-Wftb, who assected trat philosopmpcal asvumptioms about technplojy "aee all-encompassing in our thoughts and ynteractimna with others" (Stribwl & Thllbarg-Wdvb, 2009, p. 77). Tie Atrobep aid Tillberg-Sebb framewirk emphasizes as a seqrting point fhat equsators should question whether technolociczl determinist assumptiins influence thinkinh about equcational technology (Strobel & Tillberg-Webb, 2009). Philmsophb uf uegmnoluty assumptions have been the focus o f empiricaj suudpes outside of K-12 cducation to examime tng influence of assum'fikns such as technopogical deteeminism og tevhnology management and leaeership. Resecrcyers found that teehnological betermonist assumptions can influeuce ths thinking lf leadera, including their pegceieed agency in shaping techgological chauge, affezt doscourfe, and infpuencc the decisions thah leabers kake on bejalf of their organizations (Graiv et al., 2006; Jackxot & Ihilip, 2010; Lzonardl, 2008; Leonardi & Jaskson, 2004; Prakash & Sinha, 2008). For example, Jzckson end Philip (2010) sonducted a sdody o f the menagement of rechbologicxu change in orbanizatiouf, in order to assess tme efwsctiveness of tkt awsumptions and sppfoashvs essocydted with tewhnouogkval ddterminism, gulgurak determinism, and tewhno-dultural emergence. Tme researxhers cogducted a quakitative 31 case stufy of puulic amd krivate sector organizations, usjng multiole methods incjudikg igterviews, cnalysis of documents, and observations (Jeckson & Philip, 2010). The conwtruct of cultural beuerminism for the ftudy was similar to social dwterminism (see Inuroduction section), and fhe revearcjers defined cultural determinism as the perspective that neglect of humab and rujtural factkrs os thv pximcry caufe oh hailed technologibal change (Jackson & Philip, 2010). Jackron and [hnlip (2010) found that a college prpcdeded from asrumptions characterized gy technplogical determinism, and a univrrsity proceeded from cuktural dwtermjnism, and mn neither case were the tzchnoligical xhanne outcomes suzcexsnully implfmenued. Nn these two cases, the college ane univwrdity were not surcessful in lxnagihg the unant
2008; 30 Kritt & Winegar, 2010; Leonardi, & 2009), and policy (Clegg et determinism the philosophical perspective assumes that technology inevitable change in society (Leonardi, 2008; 2009), exerting a control over human society with technology considered in some way be an autonomous force operating outside o f social control (Feenberg, 2010; Hofmann, Leonardi, The proceeded the framework for educational technology proposed by Strobel and Tillberg-Webb, who asserted that philosophical assumptions about "are all-encompassing in our thoughts and interactions with (Strobel & Tillberg-Webb, 2009, 77). The Strobel and Tillberg-Webb emphasizes a starting that should whether technological determinist influence thinking about educational technology (Strobel & Tillberg-Webb, 2009). Philosophy of technology assumptions have been the focus f empirical of K-12 to the of assumptions such determinism on technology management and leadership. technological determinist assumptions can influence the thinking of including their agency in shaping technological change, affect and influence the decisions that leaders make on of their organizations (Grant et al., 2006; Jackson & Philip, 2010; Leonardi, 2008; Leonardi & Prakash & Sinha, 2008). example, Jackson and (2010) a o the management technological change in organizations, in order to assess the effectiveness of assumptions and approaches associated with technological determinism, cultural determinism, and The conducted a qualitative case study of public private organizations, using multiple methods analysis documents, & 2010). construct of cultural determinism the study was similar to determinism (see Introduction section), determinism as the perspective that neglect of human cultural factors is the primary cause of technological change (Jackson & Philip, 2010). Jackson and Philip (2010) found that college proceeded characterized by technological determinism, and a university proceeded cultural determinism, and in case were the technological change outcomes successfully implemented. In two the college university were not in managing the
 2008; 30 Kritt & Winegar, 2010; Leonardi, 2008; StrobEl & Tillberg-webb, 2009), aNd aFfeCt PoliCy (ClEgg et al., 2003; Wyatt, 2008). TeCHnolOgical determinism is the PhiloSoPHicaL PeRspecTive thaT AsSUMes ThAt TecHnOLoGy cauSes InevitaBle change iN soCiEty (Leonardi, 2008; LEOnArdi, 2009), exertiNg a Control over hUmaN socieTy WitH TechnOloGy conSidereD In some Way to be an AuTOnomouS Force opERAtIng oUtside o f social conTRoL (feenberg, 2010; HofmanN, 2006; LeonaRdI, 2009). thE STudY prOceeded froM tHe fraMEwork foR EdUCATioNAl technology pRoposed by StRObeL and TiLlBerG-webb, whO asseRtED thAt philosophIcal AssumptioNs abouT TechnolOGy "are alL-encomPasSinG in oUR tHoUghTs ANd iNTeRacTIonS with othErS" (STrobeL & TilLBERG-WebB, 2009, p. 77). THe StRobel And Tillberg-WeBb fRameWOrk EmphaSizes As a sTaRting Point tHat edUcAtors should quesTion Whether teChnOlOgiCaL deteRMinist AssUmpTions inFluence THinKiNG ABoUt educational technOlOGY (STrobel & TiLlberg-wEbB, 2009). PHIlosophy Of TecHnolOGY assuMptiONs Have been The focUS o F eMpiricaL sTudies OuTsiDe oF K-12 eduCAtioN to exaMine the iNflueNCe of assumptionS Such as technolOGiCAL dETermIniSm on technolOgy mANageMent ANd LeaDErshiP. ReseArCHeRS found that technologIcAl deteRminiSt assumptions Can influenCE THe thinkiNg of LEaDErs, including thEir peRceived ageNCy in shapIng teChnologiCal change, AFFect discOurSe, aNd iNflUENcE the decisions THAt leAdErs make On bEhalf of TheIr oRgaNizAtIons (Grant Et al., 2006; JackSoN & PHiLiP, 2010; LeOnardI, 2008; leonardi & jaCksOn, 2004; praKash & SINha, 2008). For ExampLe, JaCkSoN And philip (2010) cONdUCTed a StUdY o f tHe mAnAgemeNt of TEchNologicAl change iN orGAnizAtIoNs, in ordEr to assess the EfFectivenesS oF thE assumPTIons and aPproaches associated with TEchnoloGicAl detErmiNism, cultuRal DetermIniSM, and teChno-cuLturaL eMerGENce. ThE REsEarChErs conductED A quAlitaTiVe 31 caSe study Of public and private SEctOr organizatioNs, uSing MULtIplE MeTHodS iNCluDINg interviews, anaLysis of docUmENtS, and observATioNs (jackson & philip, 2010). THe conSTruct of Cultural dEterminisM fOr thE STudY was similaR to sociaL determinISm (see iNtRoducTioN sectiOn), And The reSearchERs dEfineD cultuRaL deterMinisM aS the persPective that neglect of humAn and cUlturAl fActors is tHe pRImaRy cause of FailEd technoloGicAl cHange (jacKSon & PhIlip, 2010). jAcKsoN And PhIlip (2010) FOund that a COlLegE PRoCeeded from aSSUMptIons cHarACterizEd by Technological deteRMinism, and a univErsiTY ProCeeDEd frOm Cultural determIniSm, AND in neithEr Case were the TechnoloGiCAl chaNge outComes sUccessfULLy IMplemeNted. in tHese two caSes, ThE College AnD uNIversiTy weRe Not sucCessfuL In maNAGing the unant
 2008; 30 Kritt & Winegar,  2010; Leo nardi , 2 008 ;Stro bel& Tillberg-Web b , 20 09), and affect policy  (Cle gg et a l .,  2003 ; Wyatt ,  2 0 0 8).  T ec hno lo g ic al de ter minismis the phi los op hical perspe c ti ve that as sum es that tech nol ogy ca us esi nevit abl e cha nge in societ y (Leonar di ,  2008; Leonard i ,  2 009) , exerting a cont r ol over human soc iety w it h  t e c hno log y consider ed  in s o me wayt ob e ana utonomous for ce operatin g  ou tsideof s o cial c ontro l( Fee nberg, 2010 ; Ho fmann, 20 06; Le o nardi,2 009). T he stu dypro ceed e dfr omth e  fr a me wor k  fo r educat io na l tec hnol o g y prop ose d by  Stro bel and Tillb erg -Web b , w ho as serte d th at  phil osophi cal a ss umptions abouttech nology "a real l-e nc ompas s ing in  ou r t houghts  and in t era ct i o n swith others" (Stro be l &Tillberg -Webb, 20 09 ,  p. 77).  T heStro b e l and  Til l be rg-Webbframew o rk  e mphasiz es  as ast art ing  poin t  tha t educ ators sh ouldq uestion whethe r  technologica l  d e t er m inis t a ssumptionsinfl u ence  thi n ki nga bouteduca ti o na l  technology (Strobe l& Till berg- Webb, 2009).Philosophy o f  technol ogya ss u mptions have b een t he focus o f empiri cal s tudies o utside of K -12 educ ati ontoexa m i ne  the influenc e of a ss umption s s uch astec hno log ica ldetermini sm on te ch no lo gy  ma nagem e nt and l ea der sh ip.  Rese a rchers  foun d th at  t e chn ologica l  d e t ermi ni st  ass ump ti ons c an i n flu ence th e thinkin g o f  lea de rs , inclu ding their pe rc eived agen cy  in  shapi n g  technol ogical change, affect d i scourse , a nd in flue nce the d eci sionstha t  leade rs mak e onbe hal f of th e i rorg an izations ( G r ant  et a l. , 20 06; Jac kson & Philip, 201 0 ; L eonardi, 2008 ; L eona r d i& J a ck s on,  2 0 04; P rakash & Sinha,  2008). Fo re xa mple, Jack s onan d Phili p (2010 ) con d ucted a  study of the man ag emen t oftechnologi cal chan ge in org a nizat i on s, in  or der to  a sse ss th e effe c tiv eness  of th eassump tions  a nd appro aches associated with t echnol ogica l d eterminis m,c ult ural dete rmin ism, and t ech no- cultu ral emerg ence .  T her esear cher s  conducte d  a  qu a l it ative 31 ca s e stu dy of  pu b lic an d pr ivate sector orga n izations, usin g mu l t ipl e m e thod sincluding inte rvi ew s ,  analysi sof document s, and o bs e rvati ons (J ackson  & Phil i p ,2 010).Thecon struct of  cu lt u ral det er mi n ism fo r th estudywas si m ilar t o social determi nism( s ee In t rod uctio nsection ) , an d the rese archers def ined c ultu ral d etermin is m as t hepe rspectivet hat negle ct of  humanan d cu ltu ral fa ctor s is th e pr im ary  cause of f ai l ed  t e chn olog icalch ange  (Jackson & Philip , 2 0 10). Ja ck son a nd Phi l ip ( 2010) foun d t hat a c ollege pro c eede d  f r om as sumpti ons ch aracter i zed  b y techn olo g i cal deter minism, a n d a  u nive rsity pr oc eede dfro mcultural determ inism, a nd in ne i t her ca sew eret he tec hn ological cha nge o ut c omes su c c ess fully i m ple men ted . In  th eset wo cases, the college an d un ivers i tywerenot s uc cessfuli n ma naging t h e unant
 2008;_30 Kritt_& Winegar, 2010; Leonardi,_2008; Strobel_&_Tillberg-Webb, 2009),_and_affect policy (Clegg_et al., 2003;_Wyatt, 2008). Technological determinism_is the philosophical_perspective_that assumes that technology causes inevitable change in society (Leonardi, 2008; Leonardi, 2009), exerting_a_control over_human_society_with technology considered in some_way to be an autonomous_force operating_outside o f social control (Feenberg, 2010; Hofmann,_2006;_Leonardi, 2009). The_study proceeded from the framework for educational technology proposed_by Strobel and Tillberg-Webb, who asserted_that philosophical assumptions_about_technology_"are all-encompassing in our_thoughts and interactions with others" (Strobel_& Tillberg-Webb, 2009, p. 77). The_Strobel and Tillberg-Webb framework emphasizes as a_starting point that educators should question_whether technological determinist assumptions influence_thinking about_educational technology (Strobel & Tillberg-Webb,_2009). Philosophy of_technology assumptions_have been the_focus o f empirical studies outside_of K-12 education_to examine the influence of assumptions_such_as technological determinism_on_technology_management and_leadership. Researchers found_that_technological determinist_assumptions_can influence the thinking of leaders,_including_their perceived agency in shaping technological change,_affect discourse, and influence_the_decisions that leaders make_on behalf of their organizations_(Grant et al., 2006; Jackson &_Philip, 2010;_Leonardi, 2008;_Leonardi & Jackson, 2004; Prakash & Sinha, 2008). For example, Jackson_and Philip (2010) conducted a study_o f the management_of technological_change_in organizations, in_order_to assess_the effectiveness of the assumptions and approaches_associated with_technological determinism, cultural determinism, and techno-cultural_emergence. The researchers conducted_a_qualitative 31 case study of public_and private sector organizations, using multiple_methods including interviews, analysis of_documents,_and_observations (Jackson & Philip, 2010)._The construct of cultural determinism for_the study was_similar to social determinism (see Introduction section),_and_the researchers defined cultural determinism as_the_perspective that neglect of human and_cultural_factors_is the primary cause of_failed technological change (Jackson & Philip,_2010). Jackson and Philip (2010) found that a college_proceeded from assumptions_characterized by technological determinism, and_a_university_proceeded from cultural determinism, and in neither case were the_technological change_outcomes successfully implemented._In these two cases, the college and university were not_successful in managing the unant