), and the researcher concludes that this model appears to have limitations in terms of explaining some phenomena. Bimber's conceptual framework for technological determinism was more adequate for understanding some of the data pertaining to technological determinism. For example, the prevalent category Technology causes unintended consequences was interpreted as aligning with Bimber's unintended consequences account o f technological determinism. The property technology takes precedence over other values or norms, under the core category, was interpreted as aligning with Bimber's normative account of technological determinism. Philosophy o f technology, praxis, and informed decision making. The overall characteristics of the Strobel and Tillberg-Webb humanizing framework for educational technology served as a good compass for this qualitative study. Strobel and Tillberg279 Webb (2009) argued that educators should critically question their philosophical assumptions and ideological perspectives about technology, because beliefs and ways of thinking about technology influence professional discourse, and affect the actions of decision makers. Based on this study involving 31 Virginia educational technology leaders, and analyzing 62 transcripts to examine what concepts emerged, the data support the conclusion that philosophy o f technology assumptions do influence the actions of technology decision makers. Praxis can be defined as applying theoretical knowledge and critical reflection to professional life (Strobel &Tillberg-Webb, 2009). In presenting a final conclusion, it should be admitted that engaging in this qualitative study was a humbling experience for the researcher. During his tenth year of working as a school district technology director, he bracketed out his own assumptions, and proceeded to venture forward to examine philosophy of technology in educational technology leadership. He learned so much from asking questions, listening, and reflecting on the participants' insights pertaining to philosophy of technology in leadership. It was humbling to listen to the collective voice of so many experienced educational technology leaders. The researcher hopes that this empirical study can better inform professional practice and contribute to what Kanuka (2008) called philosophy in practice pertaining to technology. The researcher concludes that there is evidence that by questioning philosophy of technology assumptions, practitioners are better able to make purposeful and informed decisions (Kanuka, 2008). 280 References Adair, J. (2005). How to grow leaders: The seven key principles o f effective leadership development. London, United Kingdom: Kogan Page Limited. Adomavicius, G., Bockstedt, J. C., Gupta, A. & Kauffman, R. J. (2008). Making sense of technology trends in the information technology landscape: A
), and the researcher concludes that this model appears to get limit in terms of explaining some phenomena. Bimber's conceptual model for technological determinism was more adequate for understanding some of the data refer to technological determinism. For example, the prevailing class Technology causes unintended consequences was represent as aligning with Bimber's unintended consequences account o f technical determinism. The property technology bring priority over early values or norms, under the core class, was interpreted as aligning with Bimber's normative account of technological determinism. doctrine o f engineering, praxis, and informed decision making. The overall characteristics of the Strobel and Tillberg - Webb humanizing model for educational technology served as a good compass for this qualitative study. Strobel and Tillberg279 Webb (2009) argued that educators should critically question their philosophical assumptions and ideological perspectives about technology, because beliefs and ways of thinking about technology influence professional discourse, and involve the actions of decision manufacturer. Based on this study involving 31 Virginia educational technology drawing card, and analyzing 62 transcripts to examine what concepts come forth, the data support the conclusion that philosophy oxygen f technology assumptions do influence the actions of technology decision makers. Praxis can be specify as applying theoretical knowledge and critical reflection to professional life (Strobel & Tillberg - Webb, 2009). In presenting a concluding conclusion, it should be admitted that engaging in this qualitative study was a humbling experience for the researcher. During his tenth year of working as a school district technology director, he bracket out his own assumptions, and proceeded to guess forward to examine philosophy of technology in educational engineering leadership. He learned so a lot from asking questions, listening, and reflecting on the participants' insight pertaining to philosophy of technology in leadership. It was humbling to listen to the collective voice of so many experienced educational technology leadership. The researcher hopes that this empiric study can better inform professional practice and contribute to what Kanuka (2008) called philosophy in practice pertain to technology. The researcher concludes that there is evidence that by questioning philosophy of engineering assumptions, practitioners are well able to make purposeful and informed decisions (Kanuka, 2008). 280 References Adair, J. (2005). How to grow leaders: The seven key principles oxygen f effective leadership development. London, United Kingdom: Kogan Page Limited. Adomavicius, G., Bockstedt, J. C., Gupta, A. & Kauffman, R. J. (2008). Making sense of technology trends in the information technology landscape: A
), anf the researcher concludts that this model appeacs to hzve limigations in terms of explainiig sime pyenomena. Bimber's conceotual fralework fir ttchnological detecjinism was modc adexnate for undersjanding some of the data parganning to technological determinism. Fjr examllf, the prevalenj cattgowy Tsbhkology causes unintended consequsnces wes interpreted ss aligning with Bimber's ujintfnded consequences account o d tesynological ddterminism. The properti technology takes precedence ovdr otker values ir nogks, under thx core category, was interpseted ax aligning witm Bimuer's normative account of technological detgrminism. Pvimosophy o f techniligy, ptaxis, and unfurmtd vecjsion lakmng. The ovedall characreristics of the Sttofvk and Tillbedg-Webb htmanizing framework for educational tecvnomogy served as a good cimpass for this qualijative stuqy. Strobel and Tillberg279 Webb (2009) argued that educatoss shkjld cvitizqlpy question their philosophical assumptions ags odvological perspecbives about technokohy, fecause beliews and wags of thinking abokt techgologt influense ptofessional discourse, and adfect the acnionw of decision makexs. Based on chis sjudy imvolving 31 Virginia educctionam technologj leaders, xnd analyzing 62 tfanxcsipts to examine what concqpts emerjed, tke data ruppprt thq conclusiln that philosophy o f tfchnopocy assumptlons do influence the actions oh technology cewispon makerf. Prawis can be defiged as applyiny theorecical ynowledge znd crivical refleceion to profevdional life (Vtrobel &Eillverg-Qebb, 2009). Iv presenting a ginal conblbsion, it whould be admitted thxf engaging in tkns qualitative stidy waf w iumblytg experienca fof tfr resdarcher. Durlng his tenth year of workitg aa a school districy bechnologi directow, he bracketec out his own assulptiois, and procredgd to venture forward to examins philosoohy of technolody ik edocational tzchnology leadership. He learned so much hrom asking questions, lustening, and reflecjinn on the parvicipagts' insigvts pertaining to phulosophy of technplogy in leadership. If was vumbllng to listen to the collective voice of so many experienced educational rechnology leaders. The resedrehex hopes thav vhis empirical stldy can better inform professionel practica cnd contribute to what Kanuka (2008) zalled philosuphy in practice pertainjng to trchnology. The researcher concluces that there is evidenge that bt queationing piilosophy of technolpgy asvumptuons, prqctibioners are begtet wble to mwke kurpkseful and informed decisions (Kabuka, 2008). 280 Rfferences Adair, O. (2005). How to grld leasers: Tre seven key prihcipmfs o w effective lradership devekopment. London, Uniteg Hingdom: Kogan Kage Limited. Adpmavicils, G., Bockstedv, J. C., Gupta, D. & Kauffman, R. J. (2008). Making sense of technology trends pn the infkrmation vechnology lancdcape: A
), and the researcher concludes that this to limitations in of explaining some technological was more adequate understanding some of data pertaining to technological determinism. For the prevalent category Technology causes unintended consequences was interpreted as aligning with Bimber's consequences account o f technological determinism. The property technology takes precedence over other or under core was interpreted as aligning with Bimber's normative account of technological determinism. Philosophy o f technology, praxis, informed decision making. The overall characteristics of the and Tillberg-Webb humanizing framework educational technology served as a compass this qualitative Strobel Tillberg279 (2009) argued that should critically question their philosophical assumptions and ideological perspectives about technology, because beliefs and ways of thinking technology influence and affect actions decision Based on this 31 Virginia educational technology leaders, and to examine what concepts emerged, the data support conclusion that o f technology assumptions do influence actions of technology decision makers. Praxis can be as applying theoretical knowledge and critical reflection to professional life (Strobel &Tillberg-Webb, 2009). In presenting conclusion, it should be that engaging in qualitative was humbling for the During his tenth year of working as a school district technology he bracketed out his own assumptions, and proceeded to venture examine of technology in technology leadership. He learned much asking questions, listening, and the insights of in It was humbling to to the collective voice of many experienced educational technology this empirical study can better inform professional practice contribute to what Kanuka (2008) called philosophy practice pertaining to technology. The researcher concludes that there is evidence that questioning philosophy assumptions, practitioners are better able to make purposeful informed decisions (Kanuka, 2008). References Adair, J. (2005). How to grow leaders: The key o f leadership development. London, Kingdom: Kogan Page Adomavicius, G., Bockstedt, Gupta, A. Kauffman, J. of technology trends in the information landscape:
), and the researcher concludes That this moDel apPeaRs tO hAve lImitAtions in terms oF ExplAining some phenomena. BimBer's cOnCEptuAL fRamewOrk for tEChNOLogIcAl DetErMInIsm waS moRe adequAte for undeRstAnDing some of thE DaTa pertainiNg tO technologicAl dEtermiNiSm. FOR examPle, The prEvalenT CategoRy TechnolOgY Causes UNintendED CoNseqUences was interpreTEd AS aligning with BImber's UnINtENDed ConSequences aCcOunt o F TechnolOGiCAL DetERminism. The proPerty technoLOgy Takes pReCedENce oveR otheR vALueS or norms, undEr thE core cateGory, waS InterprETed as alIgning WitH BiMber'S NoRmAtiVe ACcoUNt Of tEChnOlogical DeTeRminiSm. PhILOSOphy O f tEchnOlogy, Praxis, and infoRmeD decISioN makiNg. The OverAlL charActeriStics Of The Strobel and TiLlbeRg-Webb humAniZiNg fRaMeworK For eduCatIonAl technOlogy seRVed As A GOOd Compass for this qualItATIvE study. StRobel aND TIlLBerg279 Webb (2009) ArGueD thaT EDucatOrs sHOuLd criticAlly quEStIoN their pHiLosophIcAl aSsuMptioNS and IdeoloGical perSpectIVes about technoLOgy, because belIEfS ANd WAys oF thInking about TechNOlogY infLUeNce PRofesSionaL dIScOUrse, and affect the actIoNs of deCisioN makers. Based oN this study INVOlving 31 ViRginIA eDUcational technOlogy Leaders, and ANalyzing 62 TransCripts to Examine whAT Concepts EmeRgeD, thE daTA SuPport the conclUSIon tHaT philosOphY o f techNolOgy AssUmpTiOns do inflUence the AcTiOnS oF teChnolOGy decisiOn MakErS. PrAxis cAN be defIned aS appLyInG TheOreticaL KnOWLedgE aNd CritIcaL rEflecTion TO prOfessioNal life (StRobEL &TilLbErG-Webb, 2009). In Presenting a fiNaL conclusioN, iT shOuld be ADMitted thAt engaging in this qualitaTIve studY waS a humBlinG experienCe fOr the rEseARcher. DUring hIs tenTh YeaR OF workING aS a sChOol districT TEchNologY dIrecTor, he brAcketed out his own asSUmpTions, and proceEdeD to vENTuRe fORwARd tO eXAmiNE Philosophy of tecHnology in eDuCAtIonal technOLogY lEadershIp. He leaRned sO Much froM asking quEstions, liStEninG, ANd rEflecting oN the partIcipants' iNSightS PeRtainIng To philOsOphY of teChnoloGY in LeadeRship. IT wAs humbLing tO lIsten to tHe collective voice of so maNy expeRiencEd eDucationaL teCHnoLogy leadeRs. ThE researcheR hoPes That tHis EMpiriCal sTUdY caN BetteR infORm professIOnAl pRACtIce and contrIBUTe tO what kanUKa (2008) callEd phIlosophy in practicE Pertaining to teChnoLOGy. THe rESearChEr concludes thaT thErE IS evidencE tHat by questiOning phiLoSOphy oF technOlogy aSsumptiONS, pRActitiOnerS arE better abLe tO mAKe purpoSeFuL And infOrmeD dEcisioNs (KanuKA, 2008). 280 RefEREnces Adair, J. (2005). How to Grow lEADers: THE seVen keY pRinciplES o f eFfective leAdership devElopmeNt. LoNdon, UNited KiNgDom: KogAn PAgE Limited. AdOMavicius, G., bocksTedt, J. C., GUpTa, A. & KAufFman, R. J. (2008). makiNG Sense Of teChNolOgy trends IN ThE InFoRMatIon tEchnoLoGy laNdscape: A
), and the researcher conc ludes that  this  mo del  a ppea rs t o have limitat i onsin terms of explaining  some  p h enom e na . Bim ber's c o nc e p tua lfr ame wo r kfor t ech nologic al determi nis mwas more ade q ua te for und ers tanding some  of  the d at a p e rtain ing  to t echnol o gicaldetermini sm .  For e x ample,t h eprev alent category Te c hn o logy causes un intend ed co n s equ enc es was int er prete d  as ali g ni n g wit h  Bimber's uni ntended con s equ encesac cou n t o ftechn ol o gic al determin ism.  The prop erty t e chnolog y  takespreced enc e o vero th er  va lu e s o r  n orm s , u nder the  c or e cat egor y , w as i nte rpre ted a s aligning wi thBimb e r's  norm ative  acc ou nt of  techn ologi ca l determinism.Phil osophy of t ec hno lo gy, p r axis,and  in formeddecisio n  ma ki n g .  T he overall charact er i s ti cs of th e Stro b el  a n d Tillbe rg -We bb h u m anizi ng f r am ework fo r educ a ti on al tech no logy s er ved  as  a go o d co mpassfor this  qual i tative study.S trobel and Ti l lb e r g2 7 9 We bb(2009) argu ed t h at e duca t or s s h ouldcriti ca l ly question their phil os ophica l ass umptions andideologica l p erspecti vesa bo u t technology,becau se beliefs and ways  of t hinkingabout tec h n ology in flu enc e p rof e s si onal discours e ,  and  a ffect t heactions  of  de cis ion  m akers. Ba sed on t hi sst ud y i nvolv i ng 31 Vi rg ini aedu catio n al tec hnolo gy l ea de r s,and ana l yz i n g 62  t ra nscr ipt sto ex amin e  wh at conc epts emer ged ,  the  d at a suppo rt the conclu si on that ph il oso phy of technolo gy assumptions do influ e nce the  ac tions  oftechnolog y d ecisio n m a kers.Praxis  canbe  de f i ned a s ap ply in g theoreti c a l k nowle dg e an d criti cal reflection top rof essional life  (S trob e l  & Til l be r g-W eb b , 2 0 0 9). In presenti ng a final  c o nc lusion, it sho ul d be ad mittedthate ngaging  in thisqualitati ve  stu d y  wa s a humbli ng exper ience for the r e se arche r.During  h istenth  yearo f w orkin g as a  s chooldistr ic t techno logy director, he brack eted o ut hi s o wn assump tio n s,and proce eded  to ventur e f orw ard t o e x amine  phi l os oph y  of t echn o logy in e d uc ati o n al  technology l e ade rship . H e  learn ed s o much from askin g  questions, li sten i n g,and refl ec ting on the pa rti ci p a nts' ins ig hts pertain ing to p hi l osoph y of t echnol ogy inl e ad e rship.  Itwas  humbling  to  l i sten to  t he collec tive  v oice o f so m a ny e x p erienced educati onalt e chnol o gyleade rs . The r e sear cher hopes  that thisempiri calstudy  can be tt er inf orm  p rofessiona l  practice  andcontrib ut e to  wh at Kan uka( 2 008)call ed  ph ilosophyi n  p r ac ti c e p erta ining  t o te chnology. The rese arc h er conc lu des t hat th e re i s evidence  th at by q uestioning phil o so p hy of  techn ologyassumpt i ons ,practit ion e r s are bet ter ablet o m ak e pu rposeful  a nd i nf orm ed  decisions (Kan uka, 200 8). 280R e ferenc esA dair ,  J. (2 00 5). How to g row l ea d ers: Th e sev en keyp rin cip les  o f  ef fect i ve leadership developmen t. L ondon ,  Un itedKingd om : KoganP ageLimited. Adomavicius,G., Bockstedt,J . C . , Gu pta ,  A .& Kauffma n,R . J.(200 8).  Mak ing  sen s e  oft echn o lo gy t rendsin t he  i nformatio ntechnol o gy l a nds cape : A
), and_the researcher_concludes that this model_appears to_have_limitations in_terms_of explaining some_phenomena. Bimber's conceptual_framework for technological determinism_was more adequate_for_understanding some of the data pertaining to technological determinism. For example, the prevalent category_Technology_causes unintended_consequences_was_interpreted as aligning with Bimber's_unintended consequences account o f_technological determinism._The property technology takes precedence over other values_or_norms, under the_core category, was interpreted as aligning with Bimber's normative_account of technological determinism. Philosophy o_f technology, praxis,_and_informed_decision making. The overall_characteristics of the Strobel and Tillberg-Webb_humanizing framework for educational technology served_as a good compass for this qualitative_study. Strobel and Tillberg279 Webb (2009)_argued that educators should critically_question their_philosophical assumptions and ideological perspectives_about technology, because_beliefs and_ways of thinking_about technology influence professional discourse, and_affect the actions_of decision makers. Based on this_study_involving 31 Virginia_educational_technology_leaders, and_analyzing 62 transcripts_to_examine what_concepts_emerged, the data support the conclusion_that_philosophy o f technology assumptions do influence_the actions of technology_decision_makers. Praxis can be_defined as applying theoretical knowledge_and critical reflection to professional life_(Strobel &Tillberg-Webb,_2009). In_presenting a final conclusion, it should be admitted that engaging in_this qualitative study was a humbling_experience for the researcher._During his_tenth_year of working_as_a school_district technology director, he bracketed out his_own assumptions,_and proceeded to venture forward to_examine philosophy of technology_in_educational technology leadership. He learned so_much from asking questions, listening, and_reflecting on the participants' insights_pertaining_to_philosophy of technology in leadership._It was humbling to listen to_the collective voice_of so many experienced educational technology leaders._The_researcher hopes that this empirical study_can_better inform professional practice and contribute_to_what_Kanuka (2008) called philosophy in_practice pertaining to technology. The researcher_concludes that there is evidence that by questioning philosophy_of technology assumptions,_practitioners are better able to_make_purposeful_and informed decisions (Kanuka, 2008). 280 References Adair, J. (2005)._How to_grow leaders: The_seven key principles o f effective leadership development. London, United_Kingdom: Kogan Page Limited. Adomavicius, G., Bockstedt,_J. C., Gupta, A. & Kauffman, R. J. (2008). Making sense_of technology trends in the information technology landscape:_A