 presented according to the study's three research questions. For Research Question 1 concerned with the broad philosophy of technology assumptions present in thinking, three categories were prevalent, including Technology is a tool, Technological change is inevitable, and Technological optimism. 251 The category Technology raises questions o f human values was associated with a majority o f participants. The results section for Research Question 2 began by describing the questions in the interview and written questionnaire designed to move from examining what philosophy of technology assumptions were present in thinking, to investigate how assumptions influence decision making about technology. There were five philosophies of technology pertinent for making decisions about educational technology. Three categories related to technology decision making were prevalent, including Keep up with technology (or be left behind), Educational goals and curriculum drive technology, and Consider ethical factors associated with technology. The category pertaining to technology decision making Educational goals and curriculum should drive technology had two major properties, consider the intended educational goals fo r technology, and don't pursue technology fo r the sake o f technology. The core category that emerged from the study, Keep up with technology (or be left behind), had two major properties, pressure to keep up with technology, and resistance to technological change. There were also three properties under the core category that were closely related, prepare students fo r a technological future, prepare students to get ahead through technology competency, and prepare students to get ahead with 21st century skills. The results for Research Question 3 described philosophical assumptions characterized by technological determinism. The categories Technological change is inevitable and Technology causes unintended consequences were both prevalent. The categories Technology causes social change, and Both technology causes social change 252 and social factors shape technology involved a majority of participants. Another category pertaining to technological determinism was Technology takes precedence over values or other norms. The Evaluation of Findings section interpreted the findings in light of philosophy of technology theories from the literature, conceptual frameworks, and findings from other research studies. The category Technology is a tool was interpreted as aligning with the widely held philosophy of technology known as the instrumental view of technology. It was interpreted that this philosophy is an overarching philosophical view, that when considered from the lens of the Corbin and Strauss (2008) coding paradigm, shows itself to be a macro level context, a broad philosophical perspective from which individuals think and respond. The data supports the interpretation that the approach to decision making Educational goals and technology should drive technology is a consequence of holding the instrumental view of technology. The property technology is value neutral, within the category Technology is a tool, aligns with a philosophical position
presented according to the study's three research question. For Research Question 1 refer with the broad philosophy of technology assumption present in thinking, three categories were prevalent, admit Technology is a creature, Technological change is inevitable, and Technological optimism. 251 The category Technology raise questions o f human value was consociate with a majority o f participants. The results section for Research Question 2 began by describe the questions in the interview and written questionnaire design to move from examining what philosophy of technology premise were present in thinking, to investigate how assumptions influence decision making about technology. There be five philosophies of technology pertinent for making decisions about educational technology. Three class related to technology decision making were prevalent, including Keep up with technology (or be left behind), Educational goals and course of study campaign technology, and think ethical divisor associated with technology. The category pertaining to technology decision making Educational goal and curriculum should drive technology had two major properties, consider the intend educational goals fo r technology, and don't pursue engineering fo r the sake oxygen f technology. The core category that emerged from the study, Keep up with engineering (or be left behind), had two major properties, pressure to keep up with technology, and resistance to technological change. There be also three place under the core class that were closely related, prepare students fo roentgen a technological future, organize students to get ahead through engineering competency, and prepare students to get ahead with 21st century skills. The results for Research Question 3 described philosophical assumptions characterized by technical determinism. The categories Technological variety is inevitable and Technology causes unintended consequences were both prevalent. The category Technology causes social change, and Both technology induce social change 252 and social factors shape technology involved a majority of participants. Another class pertaining to technological determinism was Technology take precedence over values or other norms. The Evaluation of Findings section interpreted the determination in light of philosophy of technology theory from the literature, conceptual framework, and findings from other research study. The category Technology is a tool was interpreted as aligning with the widely held doctrine of technology known as the instrumental view of technology. It was interpreted that this philosophy is an overarching philosophical view, that when considered from the lens of the Corbin and Strauss (2008) coding paradigm, shows itself to be a macro level context, a broad philosophical perspective from which individuals intend and respond. The data supports the interpretation that the approach to decision making Educational goal and technology should drive technology is a consequence of holding the instrumental view of technology. The property technology is value neutral, within the category Technology is a tool, aligns with a philosophical position
 prfsented according to the study's three rgswarch xuestikns. For Fesearch Question 1 concerned wuth tye broad philosophy of technolohy assumptiois present in thmhking, tmxee czbegornew were prevalekt, includinc Technology iv x cool, Technological change is inevitafle, and Tfchnological oktimixi. 251 Tgv gategory Technology raises questjons o h human values eas associated with a majogity o f participants. Hhe results seceuon for Resexrch Questpmn 2 began gy describing the questions in ghe iuterview ane qrihjen questioniaire qesigned to move frok examiming what philpso'hy if technology assumptmons were present in thinking, tk investigate how awsumpjions infuyenze serisjon maninj about tecgnology. Theee were five philospprprs of technomogy pqreinent for making decisions about educauionam technology. Three catetories related to tecjnology dqcision making were prevalent, including Keep up whth txcfnooony (of bf left behind), Educational goals and curricului dtine technology, and Consider eyhlcsj factors assuciateb wjth technology. The categoty perraining tj tevhnology decision making Edycational gocls and curriculum shluld drive cechnokogy nad two major propertier, cohsider the lntended saucational goals fo r technology, and don't pursuq technoligy yo r the sakg o f tqchnology. Hhe core category that elergeb frok the studj, Keep up with technology (or be left behind), hsd twm major 'roperbies, pressure tj keep up with technojogy, xnd resistznce to technologisal change. Thate were also vhree pro[ertues ynder tfd core categoru that wege clowely related, prepave stodsnts fo r a teckuooogical future, lreoarq dtndentf to get aheag thfouen tecfnology comietdncy, and prepare studentv to get ahead with 21st ccntury skulls. The results for Tesearch Question 3 desccibed 'hilospphycal assumptions characterized by technllonical determigism. The categornes Technological change is inevitable aid Technology causes ununtended consequencgs eere both pcevalegt. The cadegories Technology xauses social chakge, and Both technologg causas sofial change 252 and social factors shape technology involved a majority of pqrtici'agts. Another catrgory pzrtcining eo txcinological determpnism was Technology takes precevence over vclues or other norms. The Evaliagion of Findivgs section interpreted fhe findongs in light of philosophy of yechnology theories from the litwratude, conbgptnal frameworks, and fondingv fron other rescarch studies. Ghe cwtegory Tfchnplkgy is a tool was interpreted as alignunh with the widelb held philoduphy kf tecrnology known as the lnstromental view og technology. Iy was interpreted thdt this philosopyj is an overatching pvilosophical view, that fhen considered from the lens of the Corbin and Strzuss (2008) codjng paradmgm, shows itsekh to be a macro level coktext, a broad philosophicdl perspective from which individuals think and rerpogd. Ths data supporns the interpretation that the appgoach ro decision making Edudationak doals and technology sholld ddiee techniuugy is a consequenbe of holdinc the instrumental view of technology. The property technology is value neutral, within the xxtegory Technologi is a tool, aligns with a philosophical ppsitiov
presented according to the study's three research Research 1 concerned the broad philosophy thinking, categories were prevalent, Technology is a Technological change is inevitable, and Technological 251 The category Technology raises questions o f human values was associated with majority o f participants. The results section for Research Question 2 began by the in interview written questionnaire designed to move from examining what philosophy of technology assumptions were present in thinking, investigate how assumptions influence decision making about technology. were five philosophies of pertinent for making decisions about technology. categories related technology making prevalent, including Keep with technology (or be left behind), Educational goals and curriculum drive technology, and Consider ethical factors associated technology. The to technology making goals curriculum should drive two major properties, consider the intended r technology, and don't pursue technology fo r sake o technology. The core category that emerged the study, Keep up with technology (or be behind), had two major properties, pressure to keep up with technology, and resistance to technological were also three properties the core category were related, students r a future, prepare students to get ahead through technology competency, and prepare to get ahead with 21st century skills. The results for 3 philosophical assumptions characterized technological determinism. The categories change inevitable and Technology causes were prevalent. causes change, Both technology causes social 252 and social factors shape involved a majority of technological determinism was Technology takes precedence over values other norms. The Evaluation of Findings section the findings in light of philosophy of technology theories from the literature, frameworks, and other research studies. The category Technology is a was interpreted as aligning the widely held philosophy of technology known as the view technology. It interpreted that this is an overarching view, that when the lens the and paradigm, shows itself to be a level a broad philosophical perspective from individuals respond. The data supports the interpretation that the approach to decision making Educational goals and drive technology is a of the instrumental view of technology. The property technology is value neutral, within Technology is a philosophical
 presented according to the stUdy's three rEsearCh qUesTiOns. FOr ReSearch Question 1 COnceRned with the broad philosOphy oF tEChnoLOgY assuMptions PReSENt iN tHiNkiNg, THrEe catEgoRies werE prevalent, IncLuDing TechnoloGY iS a tool, TechNolOgical change Is iNevitaBlE, anD technOloGical OptimiSM. 251 The caTegory TecHnOLogy raISes quesTIOnS o f hUman values was assoCIaTEd with a majoritY o f parTiCIpANTs. THe rEsults sectIoN for RESearch QUEsTION 2 beGAn by describinG the questioNS in The intErVieW And wriTten qUeSTioNnaire desigNed tO move from ExaminINg what pHIlosophY of tecHnoLogY assUMpTiOns WeRE prESeNt iN ThiNking, to iNvEsTigatE how ASSUMptiOns InflUence Decision makinG abOut tEChnOlogy. there Were FiVe phiLosophIes of TeChnology pertineNt foR making deCisIoNs aBoUt eduCAtionaL teChnOlogy. ThRee cateGOriEs RELAtEd to technology deciSiON MaKing were PrevalENt, InCLuding KeEp Up wIth tECHnoloGy (or BE lEft behinD), EducaTIoNaL goals aNd CurricUlUm dRivE techNOlogY, and CoNsider etHical FActors associatED with technoloGY. THE CaTEgorY peRtaining to tEchnOLogy DeciSIoN maKIng EdUcatiOnAL gOAls and curriculum shoUlD drive TechnOlogy had two maJor propertIES, Consider The iNTeNDed educational Goals Fo r technolOGy, and don'T pursUe technoLogy fo r thE SAke o f tecHnoLogY. ThE coRE CaTegory that emeRGEd frOm The studY, KeEp up witH teChnOloGy (oR bE left behiNd), had two MaJoR pRoPerTies, pREssure to KeEp uP wIth TechnOLogy, anD resiStanCe To TEchNologicAL cHANge. THeRe Were AlsO tHree pRopeRTieS under tHe core catEgoRY thaT wErE closelY related, prepaRe Students fo R a TecHnologICAl future, Prepare students to get aheAD througH teChnolOgy cOmpetency, And PreparE stUDents tO get ahEad wiTh 21St cENTury sKILlS. ThE rEsults for RESEarCh QueStIon 3 dEscribeD philosophical assuMPtiOns characteriZed By teCHNoLogICaL DetErMIniSM. the categories TeChnologicaL cHAnGe is inevitABle AnD TechnoLogy cauSes unINtended ConsequenCes were boTh PrevALEnt. the categorIes TechnOlogy causES sociAL cHange, And both teChNolOgy caUses soCIal ChangE 252 and soCiAl factOrs shApE technolOgy involved a majority of pArticiPants. anoTher categOry PErtAining to tEchnOlogical deTerMinIsm waS TeCHnoloGy taKEs PreCEdencE oveR Values or oTHeR noRMS. THe EvaluatioN OF finDings SecTIon intErprEted the findings in LIght of philosopHy of TEChnOloGY theOrIes from the liteRatUrE, COnceptuaL fRameworks, anD findingS fROm othEr reseArch stUdies. ThE CAtEGory TeChnoLogY is a tool wAs iNtERpreted As AlIGning wIth tHe Widely Held phILosoPHY of technology knoWn as tHE InstrUMenTal viEw Of technOLogy. it was interPreted that tHis phiLosoPhy is An overaRcHing phIloSoPhical view, THat when coNsideRed from ThE lenS of The CorBin aND strauSs (2008) coDiNg pAradigm, shOWS iTSeLf TO be A macRo levEl ContExt, a broad PHilosophIcaL PerspecTiVe fROM which INdIVIduals thinK anD respOND. The data suPPortS ThE InterPretatIon thaT the appROacH tO decisiOn mAKIng EducatIonal goalS And TeChnoLogy shouLd DrivE tEchNoLogy is a consequeNce of holDing the iNSTrumenTal VIew oF TechnoLoGy. The propertY techNoLOgy is vaLUE neUtral, wiTHin The CatEgorY TeChnoLOgy is a tool, aligns with a phiLosoPhicaL PosItion
 presented according to th e study'sthree  re sea rc h qu esti ons. For Resea r ch Q uestion 1 concerned wi th th eb road ph iloso phy oft ec h n olo gy  a ssu mp t io ns pr ese nt in t hinking, t hre ecategories w e re  prevalent , i ncluding Tec hno logy i sa t o ol, T ech nolog ical c h ange i s inevita bl e , andT echnolo g i ca l op timism. 251 The c a te g ory Technology  raise sq ue s t ion s o  f human v al ues w a s assoc i at e d wit h  a majority o  f particip a nts . There sul t s sect ion f or Res earch Quest ion2 began b y desc r ibing t h e quest ions i n t heinte r vi ew  an dw rit t en  qu e sti onnairede si gnedto m o v e from  ex amin ing w hat philosoph y o f te c hno logyassum ptio ns  were  prese nt in  t hinking, to inv esti gate howass um pti on s inf l uencedec isi on maki ng abou t  te ch n o l og y. There were five  p h i lo sophiesof tec h no lo g y pertin en t f or m a k ing d ecis i on s abouteducat i on al  techno lo gy. Th re e c ate gorie s  rel ated t o techno logyd ecision making were prevalen t ,i n cl u ding  Ke ep up withtech n olog y (o r  b e l e ft be hind) ,E du c ational goals and c ur riculu m dri ve technology , and Cons i d e r ethica l fa c to r s associated w ith t echnology. The cate gorypertaini ng to tec h n ology de cis ion  ma kin g Ed ucational goa l s  and  c urricul umshoulddri vetec hno lo gy had tw o majorpr op er ti es,  cons i der thein ten de d e ducat i onal g oalsfo r  t ec h nol ogy, an d  d o n 't p ur su e te chn ol ogy f o rt hesake of technol ogy .  The  c or e categ ory that emer ge d from the  s tud y, Kee p up withtechnology (or be leftb ehind),  ha d two  maj or proper tie s, pre ssu r e to k eep up  with  t ech n o logy, a nd  re si stance tot e chn ologi ca l ch ange. T here were also thr e e p roperties und erthec o re  ca t eg o ryth a t w e r e closely relat ed, prepar es tu dents fo r a t ec hnologi cal fut ure,p reparestudentsto get ah ea d th r o ugh  technolog y compet ency, and prepa r estude nts  to ge tahe ad wi th 21s t  ce ntury  skill s.  The r esult sfor Rese arch Question 3 describ ed phi losop hic al assump tio n s c haracteri zedby technol ogi cal  dete rmi n ism.Thec at ego r ies T echn o logical c h an gei s  i nevitable a n d Tec hnolo gyc ausesunin tended consequenc e s were both pr eval e n t.The cate go ries Technolog y c au s e s social  c hange, andBoth tec hn o logycauses  socia l chang e 25 2  and s ocia l f actors sh ape  t e chnolog yin v olveda ma jo rity o f part i cipa n t s. Another categ ory p e r taini n g t o tec hn ologica l  det erminism w as Technolo gy tak es p reced ence ov er  value s o rother norm s . The Eva luati on of F in ding s s ection  int e r prete d th efin dings inl i gh t  o fp hil osop hy of  t echn ology the o ries fro m t h e liter at ure , concep t ua l frameworks , a nd fi n d ings fromo ther re s earch  studi es. Th e categ o ryTe chnolog y i s a tool wa s interpr e ted  a s al igning w it h th ewid el y held philosop hy of te chnology k nown a s t h e in s trumen ta l view of te chnol og y . It wa s int erprete d  th atthi s ph ilo soph y  is an overarching philo soph icalv iew , tha t whe nconsider e d fr om the l e ns of the Cor bin and Strauss (20 0 8) c odi n gpa radigm, s how s  itse lf t o b e amac ro l e v el c o ntex t ,a br oad ph ilos op hi cal persp ec tive fr o m wh i chindi vidua ls  t h in k and r espond.The d at a support s  the in terp re tation that t he approachto  dec isionm aki ngE d ucational go als and te chn ology shou ld  dr i vetechn ology is a co nse qu e nce  ofho ldingthe inst rument al v i e w oftechn olog y. Th e prop ert y t echn ol ogyi s va l ue  neutral, wi t hi n the c atego ry T ech no l o gy is a tool, alig n s with aphilo sop hi c al  position
 presented_according to_the study's three research_questions. For_Research_Question 1_concerned_with the broad_philosophy of technology_assumptions present in thinking,_three categories were_prevalent,_including Technology is a tool, Technological change is inevitable, and Technological optimism. 251 The_category_Technology raises_questions_o_f human values was associated_with a majority o f_participants. The_results section for Research Question 2 began by_describing_the questions in_the interview and written questionnaire designed to move from_examining what philosophy of technology assumptions_were present in_thinking,_to_investigate how assumptions influence_decision making about technology. There were_five philosophies of technology pertinent for_making decisions about educational technology. Three categories_related to technology decision making were_prevalent, including Keep up with_technology (or_be left behind), Educational goals_and curriculum drive_technology, and_Consider ethical factors_associated with technology. The category pertaining_to technology decision_making Educational goals and curriculum should_drive_technology had two_major_properties,_consider the_intended educational goals_fo_r technology,_and_don't pursue technology fo r the_sake_o f technology. The core category that_emerged from the study,_Keep_up with technology (or_be left behind), had two_major properties, pressure to keep up_with technology,_and resistance_to technological change. There were also three properties under the core_category that were closely related, prepare_students fo r a_technological future,_prepare_students to get_ahead_through technology_competency, and prepare students to get ahead_with 21st_century skills. The results for Research_Question 3 described philosophical_assumptions_characterized by technological determinism. The categories_Technological change is inevitable and Technology_causes unintended consequences were both_prevalent._The_categories Technology causes social change,_and Both technology causes social change_252 and social_factors shape technology involved a majority of_participants._Another category pertaining to technological determinism_was_Technology takes precedence over values or_other_norms._The Evaluation of Findings section_interpreted the findings in light of_philosophy of technology theories from the literature, conceptual frameworks,_and findings from_other research studies. The category_Technology_is_a tool was interpreted as aligning with the widely held_philosophy of_technology known as_the instrumental view of technology. It was interpreted that this_philosophy is an overarching philosophical view, that_when considered from the lens of the Corbin and Strauss (2008)_coding paradigm, shows itself to be a macro_level context, a broad philosophical perspective from_which individuals think and_respond._The data supports the interpretation that the_approach_to_decision_making Educational goals_and technology should_drive technology is_a consequence_of holding the_instrumental view_of technology. The_property_technology is value neutral, within the category Technology is a tool, aligns with a philosophical position