-Webb, 2009). Educational technology leaders in turn should model for their fellow educators an awareness of the ethical issues associated with technology integration (Consortium for School Networking, 2011). Critical dialogue between educators is needed to question assumptions about technology, in order to champion human values and place priority on a humanizing framework for technology integration (Kritt & Winegar, 2010; Strobel & Tillberg-Webb, 2009). As educators discuss what types of persons our schools will produce, philosophies of technology matter because they embody values concerning the proper role for technology in achieving the ends intended for education (Kanuka, 2008). By becoming more aware and knowledgeable of their own personal philosophy of technology, and the philosophies of others, educational technologists can better understand why they think and act as they do in making professional decisions that involve technology (Kanuka, 2008). Questioning of philosophy of technology assumptions can facilitate more effective dialogue with other stakeholders about the benefits and risks for students associated with technology (Kanuka, 2008; Kritt & Winegar, 2010; Strobel & Tillberg-Webb, 2009). In the spirit of critically examining philosophical assumptions o f instructional technology, McDonald et al. (2005) examined parallels between contemporary instructional technology and one of its historic precursors, programmed instruction. Programmed instruction influenced later models of instructional design (Molenda, 2008), and laid the groundwork for contemporary instructional technology (McDonald et al., 59 2005). Programmed instruction was influenced by behaviorist principles and a concern for the limitations of group lectures, and involved using teaching machines and drill and practice exercises to individualize instruction and provide immediate reinforcement (Molenda, 2008). Teaching machines employed the use o f a punchboard for students to record their responses to multiple-choice questions, and provided for self-paced instruction and instant feedback (Gregg, 2011). McDonald et al. (2005) analyzed the historical decline of programmed instruction and found that deterministic assumptions, including technological determinist assumptions that technology would inevitably cause learning gains, contributed to its demise. Early researchers assumed that the causal power of technology was so strong that by rigidly adhering to a programmed, behaviorist, and mechanistic approach to learning using technology, this would cause improvements in student learning in a determined way (McDonald et al., 2005). After the initial popularity o f teaching machines in schools (Gregg, 2011), their use declined after few studies on programmed instruction found the techniques superior to traditional methods of instructions (Gregg, 2011;
-Webb, 2009). Educational technology leaders in turn should model for their fellow educators an awareness of the ethical topic consociate with technology integration (Consortium for School Networking, 2011). Critical dialogue between educator is needed to question assumptions about engineering, in club to champion human values and topographic point priority on a humanizing framework for engineering integration (Kritt & Winegar, 2010; Strobel & Tillberg - Webb, 2009). As educators discuss what types of person our schools will produce, philosophies of technology matter because they incarnate values concerning the proper role for engineering in achieving the ends intended for education (Kanuka, 2008). By becoming more mindful and knowledgeable of their own personal doctrine of technology, and the philosophies of others, educational technologists can better sympathize why they think and act as they do in making professional decisions that involve technology (Kanuka, 2008). Questioning of philosophy of technology assumptions can facilitate more effective dialogue with other stakeholders about the benefits and risks for students associate with technology (Kanuka, 2008; Kritt & Winegar, 2010; Strobel & Tillberg - Webb, 2009). In the spirit of critically probe philosophic assumptions o f instructional technology, McDonald et al. (2005) examined parallels between contemporary instructional technology and one of its historic precursors, programmed teaching. Programmed instruction influenced later models of instructional design (Molenda, 2008), and lay the groundwork for contemporary instructional technology (McDonald et al. , 59 2005). Programmed instruction was influenced by behaviorist principle and a concern for the limitations of group lectures, and involved using education machines and drill and practice exercises to individualize instruction and provide immediate reinforcement (Molenda, 2008). teach machines hire the use o f a punchboard for student to record their response to multiple - choice motion, and provided for self - pace instruction and instant feedback (Gregg, 2011). McDonald et al. (2005) analyzed the historical decline of program instruction and found that deterministic assumptions, including technological determinist assumptions that technology would inevitably induce learning gains, lend to its demise. Early researchers assumed that the causal power of technology was so strong that by rigidly cling to a programmed, behaviorist, and mechanistic approach to learning using technology, this would cause improvements in scholar learning in a determined way (McDonald et al. , 2005). After the initial popularity o f teaching machines in schools (Gregg, 2011), their use worsen after few studies on programmed instruction find the techniques superior to traditional methods of instructions (Gregg, 2011;
-Webh, 2009). Educational technologn leaders in turu shoulv model for thekr fellow educators an awareiess of tye ethical issues assoziated winh technooogy untegratioi (Consorbnum fkv Schmil Networking, 2011). Critical gialogue betwean ebucators is needed to question assum[tions sblut technology, in pwder no champion human values and plzce primrity on a hukanizing framework for tecjnollgy integration (Krltt & Winegat, 2010; Seeobel & Tillbdrg-Webb, 2009). As educators siscuss what types of persons ojr sckools will kxidufg, philosophixs of nechnology mabner becduse thry embody valucs coicerbing the proper role hor technology in acrieving tve ends intended foe wducajion (Nanuyq, 2008). Cy geromjng moge eware and khowledgeablw of their own perspnwo philosophy kf tecrnjlogy, and the philosophies of others, edlcatjonal technologists can better understand whi they thigk and act as they do in making professional decivions ghau lkvolxw hechnology (Kanuka, 2008). Questioning of philosophy jr uecmnology assumptijns can facolltsje more effectkve dicmofue with other staneholdets aboyt the begefiys and risks for students awsociated winh twchnology (Kanuka, 2008; Nritt & Wineyar, 2010; Sjrobel & Tillberg-Webb, 2009). In the rpirjt of critifally exajkning philosophizal avsumptions o f instructionwl technooogy, McDonaud ej al. (2005) evamined pagallels between contempogary nnstrgctional tfchnology and one of its histormr precursors, krocrakmed inscructipn. Programmed instruction iufluenceb latef models or instrnctional desygn (Molenda, 2008), djd laid the jroundworh foe cobtemporxfy instructionsl technology (McDonqld et al., 59 2005). Prograkmea instruction waw ibfluenced by benavkorysn pcinci[nes and a cotcerv fut the limitaunonw of broup lectures, and itvolbed using teaching mwchines qnd drilj and practicr exercises to indlviduelize mnstruvtijn and provide immediate reinfkrcement (Lolcnda, 2008). Teachind maghings employed the use o f a punchboard for students vo record their responsws to multiple-choicg qmestions, and provyded for velf-paced instructiob and instant feecback (Gregg, 2011). McDonald et al. (2005) anapyzed the historical decline of programmed instruction and found that detwrministic assumptjons, inclldiug cechnoljgicel determinist asslmptions that technology would iievitably wabse learning gains, contributec go its demise. Early researchers assumsd that yhe causal power of technology eas so strong that by rinidly adhwring to a itogcammed, behaviorist, amd meckanistuc appriach to learning jsimg technolohy, tiis would cause improvements in stueent lwagning in a deterkined way (MgDunald et al., 2005). After the initjal llpulatity o f teachong machines im schools (Gregg, 2011), thepr tse declined adner few studigs on kxmgrammed insvruction foutd the techniques superior to traditional methods or instrucuions (Greng, 2011;
-Webb, 2009). Educational technology leaders in turn for fellow educators awareness of the integration for School Networking, Critical dialogue between is needed to question assumptions about in order to champion human values and place priority on a humanizing framework technology integration (Kritt & Winegar, 2010; Strobel & Tillberg-Webb, 2009). As educators discuss types persons schools produce, philosophies of technology matter because they embody values concerning the proper role for technology in the ends intended for education (Kanuka, 2008). By more aware and knowledgeable their own personal philosophy of and philosophies of educational can understand why they and act as they do in making professional decisions that involve technology (Kanuka, 2008). Questioning of philosophy technology assumptions more effective with stakeholders the benefits and students associated with technology (Kanuka, 2008; 2010; Strobel & Tillberg-Webb, 2009). In the spirit critically examining assumptions o f instructional technology, McDonald al. (2005) examined parallels between contemporary instructional technology one of its historic precursors, programmed instruction. Programmed instruction influenced later models of instructional design and laid the groundwork contemporary instructional technology et 59 Programmed was influenced behaviorist principles and a concern for the limitations of group lectures, involved using teaching machines and drill and practice exercises to and immediate reinforcement (Molenda, Teaching machines employed the o a punchboard for students their to provided self-paced and instant feedback (Gregg, McDonald et al. (2005) analyzed historical decline of programmed assumptions, including technological determinist assumptions that technology would cause learning gains, contributed to its demise. researchers assumed that the causal power of technology was so strong that rigidly adhering programmed, behaviorist, and mechanistic approach to learning using this would cause improvements student learning in a determined way (McDonald et al., After initial popularity f teaching machines schools (Gregg, 2011), use declined after on programmed found techniques methods of instructions (Gregg, 2011;
-Webb, 2009). Educational technology Leaders in tUrn shOulD moDeL for TheiR fellow educatoRS an aWareness of the ethical isSues aSsOCiatED wIth teChnologY InTEGraTiOn (conSoRTiUm for schOol NetwOrking, 2011). CritIcaL dIalogue betweEN eDucators is NeeDed to questioN asSumptiOnS abOUt tecHnoLogy, iN order TO champIon human vAlUEs and pLAce prioRITy On a hUmanizing frameworK FoR Technology inteGratioN (KRItT & wIneGar, 2010; strobel & TilLbErg-WeBB, 2009). As educAToRS DIscUSs what types of Persons our sCHooLs will PrOduCE, philoSophiEs OF teChnology matTer bEcause theY embodY Values cONcerninG the prOpeR roLe foR TeChNolOgY In aCHiEviNG thE ends intEnDeD for eDucaTION (kanuKa, 2008). BY becOming More aware and kNowLedgEAblE of thEir owN perSoNal phIlosopHy of tEcHnology, and the phIlosOphies of oTheRs, EduCaTionaL TechnoLogIstS can betTer undeRStaNd WHY ThEy think and act as theY dO IN mAking proFessioNAl DeCIsions thAt InvOlve TEChnolOgy (KANuKa, 2008). QuestiOning oF PhIlOsophy oF tEchnolOgY asSumPtionS Can fAcilitAte more eFfectIVe dialogue with OTher stakeholdERs ABOuT The bEneFits and riskS for STudeNts aSSoCiaTEd witH techNoLOgY (kanuka, 2008; Kritt & Winegar, 2010; STrObel & TiLlberG-Webb, 2009). In the spiRit of critiCALLy examinIng pHIlOSophical assumpTions O f instructIOnal techNologY, McDonalD et al. (2005) examINEd parallEls BetWeeN coNTEmPorary instrucTIOnal TeChnologY anD one of iTs hIstOriC prEcUrsors, proGrammed iNsTrUcTiOn. PRograMMed instrUcTioN iNflUenceD Later mOdels Of inStRuCTioNal desiGN (MOLEnda, 2008), AnD lAid tHe gRoUndwoRk foR ConTemporaRy instrucTioNAl teChNoLogy (McDOnald et al., 59 2005). ProgRaMmed instruCtIon Was infLUEnced by bEhaviorist principles and A Concern For The liMitaTions of grOup LecturEs, aND involVed usiNg teaChIng MAChineS ANd DriLl And practicE EXerCises To IndiVidualiZe instruction and prOVidE immediate reiNfoRcemENT (MOleNDa, 2008). tEacHiNG maCHInes employed the Use o f a puncHbOArD for studenTS to ReCord theIr respoNses tO MultiplE-choice quEstions, anD pRoviDED foR self-paced InstructIon and insTAnt feEDbAck (GrEgg, 2011). mcDonaLd Et aL. (2005) analYzed thE HisToricAl declInE of proGrammEd InstructIon and found that determinIstic aSsumpTioNs, includiNg tEChnOlogical dEterMinist assuMptIonS that TecHNologY wouLD iNevITably CausE Learning gAInS, coNTRiButed to its dEMISe. EArly rEseARchers AssuMed that the causal pOWer of technologY was SO StrOng THat bY rIgidly adhering To a PrOGRammed, beHaViorist, and mEchanistIc APproaCh to leArning Using teCHNoLOgy, thiS wouLd cAuse improVemEnTS in studEnT lEArning In a dEtErmineD way (McdOnalD ET al., 2005). After the initiAl popULArity O F teAchinG mAchines IN schOols (Gregg, 2011), tHeir use declIned afTer fEw stuDies on pRoGrammeD inStRuction fouND the technIques SuperioR tO traDitIonal mEthoDS Of insTrucTiOns (gregg, 2011;
-Webb, 2009). Educationaltechnology  lead ers  in  t urnshou ld model for t h eirfellow educators an aw arene ss of t h eethic al issu e sa s soc ia te d w it h  t echno log y integ ration (Co nso rt ium for Scho o lNetworking , 2 011). Critic aldialog ue  be t weenedu cator s is n e eded t o questio na ssumpt i ons abo u t  t echn ology, in order t o  c h ampion human v aluesan d  p l a cepri ority on a  h umani z ing fra m ew o r k  fo r  technology i ntegration( Kri tt & W in ega r , 2010 ; Str ob e l &  Tillberg-W ebb,  2009). A s educ a tors di s cuss wh at typ esofpers o ns  o ursc h ool s  w ill pro duce, ph il os ophie s of t e c hnol ogy  mat ter b ecause they e mbo dy v a lue s con cerni ng t he  prop er rol e for  t echnology in ac hiev ing the e nds  i nte nd ed fo r  educa tio n ( Kanuka,  2008). Bybe c o m in g more aware and k no w l ed geable o f thei r  o wn personal  p hil osop h y  of t echn o lo gy, andthe ph i lo so phies o fothers ,edu cat ional tech nologi sts canbette r  understand wh y  they think a n da c ta s th eydo in makin g pr o fess iona l  d eci s ionsthatin v ol v e technology (Kanuk a,  2008) . Que stioning of p hilosophyo f technolo gy a s su m ptions can fac ilita te more ef f ective d ialog ue withother sta k e holdersabo utthe  be n e fi ts and risksf o r st ud ents as soc iated w ith  te chn olo gy  (Kanuka,  2008; K ri tt  &  W ine gar,2 010; Str ob el&Til lberg - Webb,2009) . In  t he spi rit ofc ri t i call yex amin ing  p hilos ophi c alassumpt ions o fins t ruct io na l techn ology, McDona ld  et al. (2 00 5)examin e d  paralle ls between contemporary instruc tio nal t echn ology and  on e of i tsh istori c prec ursor s,  pr o g ramme d in str uc tion. Prog r a mme d ins tr ucti on infl uenced later model s  of  instructiona l d esig n (M ole n da ,  20 08 ) , a n d  laid the groun dwork forco n te mporary in s tru ct ional t echnolo gy (M c Donaldet al., 5 9 2005).Pr ogra m m edinstructio n was in fluencedb y beh a vi orist  pr incipl es  an d a c oncern for  thelimita ti ons of  grou plectures , and involved using te aching  mach ine s and dri lla ndpracticeexer cises to i ndi vid ualiz e i n struc tion an d p r ovide  imm e diate rei n fo rce m e nt  (Molenda,2 0 0 8).  Teac hin g  machi nesemployed the useo  f a punchboar d fo r stu den t s to  r ecord their re spo ns e s  to mult ip le-choice q uestions ,a nd pr ovided  for s elf-pac e d  i n struct ionand  instantfee db a ck (Gre gg ,2 011).McDo na ld etal. (2 0 05)a n alyzed the histo rical d eclin e  of  prog ra mmed in s truc tion and f ound that d etermi nist ic as sumptio ns , incl udi ng  technolog i cal deter minis t assum pt ions  th at tec hnol o g y wou ld i ne vit ably caus e le a rn in g  ga ins,  cont ri bute d to itsd emise. E arl y  resear ch ers a ssumed th a t  the causa l p owero f  technolog y  was so stron g that  by ri gidly a d her in g to apro g r ammed, be haviorist ,  an dmech anisticap proa ch  to  l earning using t echnolog y, thisw o uld ca use impr o vement sin student l earni ng in a de t e rmi ned way (Mc Don ald  etal. , 20 0 5). After the initial po pula rityo  fteach ing m ac hines in scho ols (Gre g g, 2011), the ir use declined aft e r fe w s t ud ie s on prog ram m ed in stru cti on f oun d th e tech n ique s  s uper ior to  tra di ti onal meth od s of in s truc t ion s (G regg,  2 01 1 ;
-Webb, 2009)._Educational technology_leaders in turn should_model for_their_fellow educators_an_awareness of the_ethical issues associated_with technology integration (Consortium_for School Networking,_2011)._Critical dialogue between educators is needed to question assumptions about technology, in order to_champion_human values_and_place_priority on a humanizing framework_for technology integration (Kritt &_Winegar, 2010;_Strobel & Tillberg-Webb, 2009). As educators discuss what_types_of persons our_schools will produce, philosophies of technology matter because they_embody values concerning the proper role_for technology in_achieving_the_ends intended for education_(Kanuka, 2008). By becoming more aware_and knowledgeable of their own personal_philosophy of technology, and the philosophies of_others, educational technologists can better understand_why they think and act_as they_do in making professional decisions_that involve technology_(Kanuka, 2008)._Questioning of philosophy_of technology assumptions can facilitate more_effective dialogue with_other stakeholders about the benefits and_risks_for students associated_with_technology_(Kanuka, 2008;_Kritt & Winegar,_2010;_Strobel &_Tillberg-Webb,_2009). In the spirit of critically_examining_philosophical assumptions o f instructional technology, McDonald_et al. (2005) examined_parallels_between contemporary instructional technology_and one of its historic_precursors, programmed instruction. Programmed instruction influenced_later models_of instructional_design (Molenda, 2008), and laid the groundwork for contemporary instructional technology_(McDonald et al., 59 2005). Programmed_instruction was influenced by_behaviorist principles_and_a concern for_the_limitations of_group lectures, and involved using teaching machines_and drill_and practice exercises to individualize instruction_and provide immediate reinforcement_(Molenda,_2008). Teaching machines employed the use_o f a punchboard for students_to record their responses to_multiple-choice_questions,_and provided for self-paced instruction_and instant feedback (Gregg, 2011). McDonald_et al. (2005)_analyzed the historical decline of programmed instruction_and_found that deterministic assumptions, including technological_determinist_assumptions that technology would inevitably cause_learning_gains,_contributed to its demise. Early_researchers assumed that the causal power_of technology was so strong that by rigidly adhering_to a programmed,_behaviorist, and mechanistic approach to_learning_using_technology, this would cause improvements in student learning in a_determined way_(McDonald et al.,_2005). After the initial popularity o f teaching machines in_schools (Gregg, 2011), their use declined after_few studies on programmed instruction found the techniques superior to traditional_methods of instructions (Gregg, 2011;