ms are used for the participants. 221 Table 25 Dimensionalized Examples fo r Consider Philosophy o f Instructional Technology, and Philosophy o f Technology for 21s' Century Skills is Influential____________________ Category or Property Participant Dimensionalized Examples consider philosophy of instructional technology consider philosophy of instructional technology technology to engage or motivate students technology to engage or motivate students philosophy of technology for 21 st century skills is influential philosophy of technology for 21st century skills is influential TS11 "There should be a good balance between face-toface interaction and technology integration. You shouldn't go overboard with technology integration, nor have classroom instruction with no technology integration, there should be a balance." TS6 "A lot of debate centers around what is appropriate instruction with technology. I do not believe in drill and kill software in most instances and despite that being readily for sale by vendors, do not want to invest in it. I sometimes have to talk principals etc. out of purchasing these types of subscriptions or software." TS14 "A couple years ago I received a grant to purchase and incorporate iPads, and my concern for interesting students influenced my thinking and decision to write the grant. I thought students would be very engaged with something like iPads, helping connect with content." TD10 "By paring the technology with the social aspects o f learning, we can engage students individually as well as at a group level, and maximize that social and individual engagement." TS12 "One o f the things I do when coaching teachers in using technology, is I'm informed by our district's model for 21st century skills. Our philosophy and this model rely on the different components o f 21st century skills." TS 16 "I have participated in many conversations around how our students learn and the importance of integrating 21st century skills (or technology) into their instruction. Teachers tend to think they must deliver all of the knowledge and that they must be the experts imparting their wisdom. However, students delve deeper and retain knowledge more when they are the discovers of information." 222 Results fo r Research Question 3. What assumptions characterized by technological determinism may be present in leaders' thinking or decision making? In the section for Research Question 1, results for the category Technological change is inevitable were reported. This was a prevalent philosophy o f technology, with 149 coding instances from 36 documents and 30 out of 31 participants. See Table 6 for dimensionalized examples of Technological change is inevitable. These coding instances involved cases when participants described how they held the philosophical
ms are used for the participants. 221 Table 25 Dimensionalized Examples fo r think Philosophy o f Instructional Technology, and Philosophy o f Technology for twenty-one' Century Skills is Influential _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Category or Property Participant Dimensionalized Examples consider philosophy of instructional engineering consider doctrine of instructional technology technology to betroth or motivate scholar technology to prosecute or motivate students philosophy of engineering for 21 st century skills is influential philosophy of technology for twenty-first century skills is influential TS11 " There should be a beneficial balance between face - toface interaction and engineering integration. You shouldn't go overboard with technology consolidation, nor have classroom instruction with no technology integration, there should be a balance. " TS6 " A batch of debate centers around what is appropriate instruction with technology. I do not believe in exercise and kill software in most instances and despite that being readily for sale by vendors, do not want to invest in it. I sometimes accept to talk principals etc. out of purchasing these types of subscriptions or software. " TS14 " A couple years ago I received a grant to purchase and incorporate iPads, and my business for interesting student influenced my thinking and decisiveness to spell the concession. I thought students would be very engaged with something like iPads, helping connect with content. " TD10 " By paring the technology with the social aspects o f eruditeness, we can engage students individually as well as at a group level, and maximize that social and individual engagement. " TS12 " One o f the things I do when coaching teachers in using technology, is I'm inform by our district's model for twenty-first hundred skill. Our philosophy and this model rely on the unlike components o f 21st century skills. " TS 16 " I have participated in many conversations around how our students teach and the importance of integrating 21st hundred skills (or technology) into their instruction. Teachers tend to remember they must deliver all of the cognition and that they must be the experts imparting their wisdom. However, scholar delve deeply and retain knowledge more when they are the discovers of information. " 222 Results fo r Research Question 3. What assumptions characterized by technological determinism may be present in leaders' thinking or decision devising? In the section for Research Question 1, results for the category technical change is inevitable were reported. This was a prevalent philosophy o f technology, with 149 coding example from 36 documents and 30 out of 31 participants. See Table 6 for dimensionalized examples of Technological variety is inevitable. These coding instances involve cases when participants described how they held the philosophical
ms wre used for the particikants. 221 Table 25 Dimgnwionalmzed Exzmples fu r Consider Philosophy o f Mnsteuctiinal Technology, and Phklosophy l f Techbolojy for 21s' Century Skills lf Inrpuenciel____________________ Category or Kroperty Pardicipant Dimenviunclized Examples consider philosophy jf insttuftional technojogy sonsjder philosophy of instructional tschnolojy technology tp engage or motivate studejts hechnology to engahe or motivqte frudents philusophy of ueehnology fot 21 st century skills is influentkal pkilosophy od recjtology for 21wt cegtury skills is inflgential TS11 "There shoukd ue a good balance between face-toface interastion and tzchnology integration. Yiu shmuldt't gu ovdrbkacd sith tfchiology intefration, nor have classroom insurusnoon with no fechnojody integration, there should be a balanct." TS6 "Z lot of debate centers around what is approkriate inseruction with technology. I do not believe in driln and yilo fudtaare in most instances and despite that being desdply for sale by vcndors, do not want tl ogvest in it. I sometnjea have to talk prijcipals etc. iut of puwchaxing these types of subscriptions or soytwqre." TS14 "A couple yecrs ago I reeeived a grsnt to purchase and incurpodate iPads, wnd my cohzern for interesginn sdudents influenced my thinhing and vecisnon to wfite the gwant. I thokght students would be vfry eugageg with somfthing like iPads, helping connerv with contenj." TG10 "Bj paring che teghnology with tre social aspeets o f jearnkng, we can engage students igdividually av well as at e group lqvel, and maximixd that social snd indivpdbal engagwment." TS12 "One o f tme thkhgs I do when ciacying teachers im urind necinolodf, is I'm infosmed by pur dkstrict's mobeu fot 21st century skills. Mur lhilosophy and thix iodel reoy on thq different cpmponents o f 21st ctntury skmlls." TX 16 "Y have participated in many cohversatiojs wround how otr sbudegts learn cnd the importance of integrating 21st cenvury skills (or technoloty) into their instroctlon. Teachers tend to think they must deliver aol of the knowledne and that they must ge the expegts imparting their wisdom. However, students delve deeper and retain knowlwdge more when theg arr the dnscpvers jf iifurmation." 222 Resultx fo r Research Question 3. What essumptionv eharacterized by technologicak aeterminism mxy be present in leaders' thinkinb or decision making? In the secyion for Research Questipn 1, resuots fkr the catxgory Technological vhange is ibevitaboe wcre reported. Tfis wws a prevwlenu phnlosophy o f technology, with 149 codung inwtwnces from 36 docukents and 30 lmt of 31 partisipants. See Tabls 6 fkg dimgnsionalized ecamples of Tecnnological change is igevitable. Thest coding instanves invmlved cases xhen partici[ants described how they held the philosophical
ms are used for the participants. 221 Dimensionalized fo r Philosophy o f f for 21s' Century is Influential____________________ Category Property Participant Dimensionalized Examples consider philosophy instructional technology consider philosophy of instructional technology technology to engage or motivate students to engage or motivate students philosophy of technology for 21 st century skills influential of for century skills is influential TS11 "There should be a good balance between face-toface interaction and technology You shouldn't go overboard with technology integration, nor classroom instruction with no integration, there should be a TS6 lot of centers what appropriate instruction with I do not believe in drill and kill software in most instances and despite that being readily sale by not want invest it. sometimes have to etc. out of purchasing these types software." TS14 "A couple years ago I received grant to and incorporate iPads, and my concern interesting students influenced my thinking and decision to the grant. I thought students would be very engaged with something like iPads, helping connect TD10 "By paring the with the social o learning, can students individually well as at a group level, and maximize that social and engagement." TS12 "One o f the things I do when in technology, is I'm by our district's model 21st skills. Our philosophy and rely the f century TS 16 "I have in many conversations around how students learn and the skills (or technology) into their instruction. Teachers tend think they must deliver all of the and that they must be the experts imparting their wisdom. However, students deeper and more when they are the discovers of information." Results fo r Research 3. What assumptions characterized by technological determinism may be in thinking or making? In the for Research Question results for the change is were This philosophy o f technology, with 149 instances 36 documents and 30 out 31 Table 6 for dimensionalized examples of Technological change is inevitable. These coding instances involved cases described how they held philosophical
ms are used for the participanTs. 221 Table 25 DimEnsioNalIzeD EXampLes fO r Consider PhilOSophY o f Instructional TechnoLogy, aNd pHiloSOpHy o f TEchnoloGY fOR 21S' CeNtUrY SkIlLS iS InflUenTial____________________ CatEgory or ProPerTy participant DIMeNsionalizeD ExAmples considEr pHilosoPhY of INstruCtiOnal tEchnolOGy consIder philoSoPHy of inSTructioNAL tEchnOlogy technology to ENgAGe or motivate stUdents TeCHnOLOgy To eNgage or motIvAte stUDents phILoSOPHy oF Technology for 21 St century skILls Is inflUeNtiAL philoSophy Of TEchNology for 21st CentUry skills Is inflUEntial Ts11 "there shOuld be A goOd bAlanCE bEtWeeN fACe-tOFaCe iNTerAction anD tEcHnoloGy inTEGRAtioN. YoU shoUldn't Go overboard wiTh tEchnOLogY inteGratiOn, noR hAve clAssrooM instRuCtion with no techNoloGy integraTioN, tHerE sHould BE a balaNce." tS6 "A Lot of deBate cenTErs ArOUND wHat is appropriate inStRUCtIon with tEchnolOGy. i dO Not belieVe In dRill AND kill SoftWArE in most iNstancES aNd Despite ThAt beinG rEadIly For saLE by vEndors, Do not wanT to inVEst in it. I sometiMEs have to talk pRInCIPaLS etc. Out Of purchasinG theSE typEs of SUbScrIPtionS or soFtWArE." tS14 "A couple years ago I rEcEived a Grant To purchase and IncorporatE IpAds, and my ConcERn FOr interesting sTudenTs influencED my thinkIng anD decisioN to write tHE Grant. I thOugHt sTudEntS WOuLd be very engagED With SoMething LikE iPads, hElpIng ConNecT wIth contenT." TD10 "By parInG tHe TeChnOlogy WIth the soCiAl aSpEctS o f leARning, wE can eNgagE sTuDEntS indiviDUaLLY as wElL aS at a GroUp Level, And mAXimIze that Social and IndIViduAl EnGagemenT." TS12 "One o f the thInGs I do when cOaChiNg teacHERs in usinG technology, is I'm informed BY our disTriCt's moDel fOr 21st centuRy sKills. OUr pHIlosopHy and tHis moDeL reLY On the DIFfEreNt Components O F 21St cEnturY sKillS." TS 16 "I havE participated in manY ConVersations aroUnd How oUR StUdeNTs LEarN aND thE IMportance of inteGrating 21st cEnTUrY skills (or tEChnOlOgy) into Their inStrucTIon. TeacHers tend tO think theY mUst dELIveR all of the kNowledge And that thEY must BE tHe expErtS imparTiNg tHeir wIsdom. HOWevEr, stuDents dElVe deepEr and ReTain knowLedge more when they are the DiscovErs of InfOrmation." 222 REsuLTs fO r ResearcH QueStion 3. What aSsuMptIons cHarACteriZed bY TeChnOLogicAl deTErminism mAY bE prESEnT in leaders' tHINKinG or deCisIOn makiNg? In The section for ReseARch Question 1, resUlts FOR thE caTEgorY TEchnological chAngE iS INevitablE wEre reported. this was a PrEValenT philoSophy o F technoLOGy, WIth 149 codIng iNstAnces from 36 DocUmENts and 30 oUt Of 31 PArticiPantS. SEe TablE 6 for diMEnsiONAlized examples of technOLOgicaL ChaNge is InEvitablE. thesE coding insTances involVed casEs whEn parTicipanTs DescriBed HoW they held tHE philosopHical
ms are used for the partic ipants. 22 1 Tab le25Di mens iona lized Examples fo r  Consider Philosophy o  f In st r ucti o na l Tec hnology ,  a n d  Ph il os oph yo  f  Tech nol ogy for  21s' Cent ury  S kills is Inf l ue ntial_____ ___ ____________  Ca tegory  o r P r opert y P artic ipantD imensi onalizedEx a mplesc onsider p hi loso phy of instructio n al technology con siderph i lo s o phy  of  instructi on al te c hnology te c h n olo g y to engage o r motivates tud ents t ec hno l ogy to  enga ge ormotivate st uden ts philos ophy o f  techno l ogy for  21 st  ce ntu ry s k il ls  is  i n flu e nt ial phi losophyof  t echno logy f o r  21s t c entu ry sk ills is influ ent ialT S11  "The re sh ould  b e a g ood ba lance  b etween face-tof aceinteracti onan d t ec hnolo g y inte gra tio n. Youshouldn ' t g oo v e rb oard with technolo gy i nt egration , norh av ec lassroom  i nst ruct i o n wit h no te chnology  integ r at io n, ther eshould  b e a  ba lance . " TS 6 "A l ot of de batec enters aroundw hat is approp r ia t e  i n stru cti on with tec hnol o gy.I do no t b e lieve  in d ri l la nd kill software in  m ost in stanc es and despit e that bei n g readilyfors al e  by vendors, d o not  want to i n vest init. I  sometim es have t o talk pri nci pal s e tc. o ut  of purchasin g thes etypes o f s ubscrip tio nsorsof tw are." TS1 4 "A cou pl eye ar s a go Ir eceivedagra nt  to  purc h ase an d inc orpo ra te iPa ds, and my c once rn  f or i nte re sting  stu d ent s influ enced mythi n king  a nd  decisi on to write t he  grant. Ith oug ht stu d e nts woul d be very engaged withs omethin g l ike i Pads , helping  co nnectwit h  conte nt." T D10 " By  pa r i ng th e te chn ol ogy with t h e  so cialas pect s o f l earning, we can en g age  students ind ivi dual l y  a s w e ll asat a g r o up level, and m aximize th at so cial and i n div id ual eng agement ." TS 1 2 "Oneo f the t hings I d owhen c oac hing teach ers in u sing tech n ology ,  i s I'm  in formed  b y o ur di strict ' s m odelfor 21 st  centu ry sk il ls. Ourphilosophy and this mod el rel y onthe  differen t c o mpo nents o f  21s t centuryski lls ." TS  16 "I ha ve p a rt ici p atedin m a ny conver s at ion s ar ound how ou r s tud entslea r n andtheimportance of int e grating 21st c entu r y  sk ill s  (or  t echnology) int o t he i r  instruc ti on. Teacher s tend t ot hinkthey m ust de liver a l l  o f  the k nowl edg e and tha t t he y  must b eth e  exper ts i mp arting  their wisd o m . However, stude nts d e l ve de e per  andre tain kn o wled ge more wh en they are  the d isco versof info rm ation. " 2 22  Results f o  r Resear ch Qu estion3.  Wha t a ssumpt ions c harac teri ze d b y technol o g ic a lde t erm inis m may  b e pr esent inl eaders'thi n king or  d eci s i on mak i ng ? In the sec tio n for R esearch Qu e stio n  1 ,  resu lts fo r thecategor y  Te ch nologic alc h ange is i nevitable wer erepo rted. Th is  was  a  pr ev alent philosoph y o f te chnology , with 1 49c odin g  insta nc es from 36 d ocume nt s  and 30 o utof 31 p a rti cip ant s. S eeTabl e  6 for dimensionalized e xamp les o f  Te chnol ogica lchange i s  ine vitable. These codinginstances invol v edc ases  wh e npa rticipant s d e scrib ed h owthey  he ld t h e  phi l osop h ic al
ms are_used for_the participants. 221 Table_25 Dimensionalized_Examples_fo r_Consider_Philosophy o f_Instructional Technology, and_Philosophy o f Technology_for 21s' Century_Skills_is Influential____________________ Category or Property Participant Dimensionalized Examples consider philosophy of instructional technology consider_philosophy_of instructional_technology_technology_to engage or motivate students_technology to engage or motivate_students philosophy_of technology for 21 st century skills is_influential_philosophy of technology_for 21st century skills is influential TS11 "There should_be a good balance between face-toface_interaction and technology_integration._You_shouldn't go overboard with_technology integration, nor have classroom instruction_with no technology integration, there should_be a balance." TS6 "A lot of_debate centers around what is appropriate_instruction with technology. I do_not believe_in drill and kill software_in most instances_and despite_that being readily_for sale by vendors, do not_want to invest_in it. I sometimes have to_talk_principals etc. out_of_purchasing_these types_of subscriptions or_software."_TS14 "A_couple_years ago I received a grant_to_purchase and incorporate iPads, and my concern_for interesting students influenced_my_thinking and decision to_write the grant. I thought_students would be very engaged with_something like_iPads, helping_connect with content." TD10 "By paring the technology with the social_aspects o f learning, we can_engage students individually as_well as_at_a group level,_and_maximize that_social and individual engagement." TS12 "One o_f the_things I do when coaching teachers_in using technology, is_I'm_informed by our district's model for_21st century skills. Our philosophy and_this model rely on the_different_components_o f 21st century skills."_TS 16 "I have participated in_many conversations around_how our students learn and the importance_of_integrating 21st century skills (or technology)_into_their instruction. Teachers tend to think_they_must_deliver all of the knowledge_and that they must be the_experts imparting their wisdom. However, students delve deeper and_retain knowledge more_when they are the discovers_of_information."_222 Results fo r Research Question 3. What assumptions characterized_by technological_determinism may be_present in leaders' thinking or decision making? In the section_for Research Question 1, results for the_category Technological change is inevitable were reported. This was a prevalent_philosophy o f technology, with 149 coding instances_from 36 documents and 30 out of_31 participants. See Table_6_for dimensionalized examples of Technological change is_inevitable._These_coding_instances involved cases_when participants described_how they held_the philosophical