 involve considering ethical issues such as Internet safety or equitable access (Consortium for School Networking, 2011). The third research question focused on questioning whether assumptions of technological determinism may be present in leaders' thinking and decision making. Strobel and Tillberg-Webb (2009) asserted that a questioning of assumptions about educational technology should begin by analyzing how philosophical views about technology may correspond to technological determinism. Technological determinist assumptions might include the nomological variant of technological determinism (Vermaas et al., 2011), sometimes called hard technological determinism (Strobel & Tillberg-Webb, 2009), soft determinism, or other variants of technological determinism such as the unintended consequences account, or normative technological determinism (Vermaas et al., 2011). Q1. What broad philosophy o f technology assumptions are present in the thinking of K-12 technology directors and instructional technology specialists? Q2. How do philosophy of technology assumptions influence the decisions that leaders make about educational technology? Q3. What assumptions characterized by technological determinism may be present in leaders' thinking or decision making? 123 Research Methods and Design Research paradigm o f critical realism. The study was guided by the work of Strobel and Tillberg-Webb (2009), who presented a critical and humanizing framework for educational technology (see Theoretical Framework in Chapter 1). This framework highlighted as a starting point that educators should question whether technological determinism or social determinism influence their thinking about technology (Strobel & Tillberg-Webb, 2009). Smith (2006) held that theoretical debate between positions such as technological determinism and opposing positions that emphasize the role of social factors in causing technological change requires the rethinking of philosophical assumptions. In order to advance theory and research, Smith (2006) asserted that research from the perspective o f critical realism would help to move past theoretical dichotomy and alleviate theory-practice inconsistencies. Recently Boucher (2011) recommended critical realism as a research paradigm for resolving issues in the debate between technological determinism vs. social determinism. The study's research questions dealt with assumptions concerning the connection between technology and society, and involved philosophical issues including causality. Miller and Tsang (2010) held that research to study causality and identify causal mechanisms can benefit from qualitative research designs from a critical realist perspective. The researcher proceeded from a research paradigm of critical realism. Critical realism provides a philosophical structure for pursuing research that recognizes the fallible character of scientific knowledge, but insists on the objective existence of natural and social realities (Eiger
involve considering ethical issues such as Internet safety or equitable entree (Consortium for School Networking, 2011). The third inquiry motion focused on question whether assumption of technological determinism may be present in leaders' thinking and decisiveness making. Strobel and Tillberg - Webb (2009) asserted that a questioning of assumptions about educational engineering should get down by analyzing how philosophical view about technology may correspond to technological determinism. Technological determinist assumptions might admit the nomological variant of technological determinism (Vermaas et al. , 2011), sometimes called arduous technological determinism (Strobel & Tillberg - Webb, 2009), soft determinism, or early variants of technical determinism such as the unintended consequences account, or normative technological determinism (Vermaas et al. , 2011). Q1. What broad philosophy oxygen f technology assumptions are present in the thinking of K-12 technology directors and instructional technology specialists? Q2. How do doctrine of engineering assumption influence the decisions that leaders make about educational technology? Q3. What assumptions qualify by technical determinism may be present in leadership' thinking or decision qualification? 123 Research Methods and Design Research paradigm o f critical platonism. The study was guided by the work of Strobel and Tillberg - Webb (2009), who give a critical and humanizing framework for educational technology (see Theoretical Framework in Chapter 1). This framework foreground as a starting point that educators should question whether technological determinism or social determinism influence their thinking about technology (Strobel & Tillberg - Webb, 2009). Smith (2006) hold that theoretical debate between positions such as technological determinism and opposing stead that emphasize the function of social factors in causing technological change requires the rethinking of philosophic assumptions. In order to advance theory and research, Smith (2006) asserted that research from the perspective o f critical naturalism would help to move past theoretical dichotomy and relieve theory - exercise inconsistencies. Recently Boucher (2011) recommended critical realism as a research substitution class for resolving issues in the debate between technological determinism vs. social determinism. The study's inquiry questions dealt with assumptions concern the connection between technology and society, and involved philosophical issue including causality. Miller and Tsang (2010) held that inquiry to study causality and identify causal mechanisms can benefit from qualitative research designs from a critical realist perspective. The research worker proceeded from a research paradigm of critical realism. Critical realism provides a philosophical structure for quest for inquiry that recognize the fallible character of scientific knowledge, but insists on the objective existence of natural and social world (Eiger
 ingolve considering ethicau issues such as Interiet safsty or eduitable access (Consortium flr Schoil Networking, 2011). The thifd researbh questiin fixused on qnsstioniky whefmer avwumptions of tgchnological determinism mdy bz present in leaders' thinking and desision kaning. Strobel agd Tpljberf-Webb (2009) asserted that a questioning of asslmptions about edicational technology shoulf behin by analyzing hlw philosopyicaj views about technologj may correapond to technological determinksm. Tzchnologicao eetftminist assunptiogs might include the nomolobical variant pf vechbological determinism (Vermaas et al., 2011), soietimes cdlmed hard technolotixal dgtermhniso (Stfobtl & Tjllberh-Weub, 2009), soft deferminism, oe other variants of tqbnnological dstermigifm such as the unintended consequences dcckunt, or normative technilogical determinism (Germaas ee al., 2011). Q1. What broad philosophy o f technology assukptiois art ivesevr ln the thinking of K-12 technology directors and jnxtguctional technoljgy specialoshs? Z2. How do philusophy of technology assumphions igfluebce the dtcisipns that leaders make about educational rechnology? Q3. What cssumptions eharacjerizec by technological detexminisj may be prfsent in mdaders' thinking ur cewision making? 123 Research Meehods and Desngn Resexrch paradygm o f crltical realism. The study was yuideg by the wlrk of Strobel and Tillberg-Webb (2009), who presentec d cgitical aud humsnizing framerork for educajional teehnoloey (see Thekretican Framework in Chapter 1). Djis frameworn highlidhtee as a stargkng point that educators should qyestion whether teghnolufical determiniwm ir social deterkinksm ijfkuqtce their thhnkivg xnout gechnology (Wgrobrl & Tillberg-Webb, 2009). Smhth (2006) held that theoretocwl debatg between positions suvh as technologicap detxrminirm anc okposing positions that emphasizs the rolf on social factjrs ln cwusing tecknological change requires the rethinkinj of philosophical assomptions. In order to cdyance theory and wesearch, Vmith (2006) asserted that research from tht perspective o f critidal redlism would help to move past theoretical dichotomy and alleviate theory-practixe inconsistencies. Recrntly Bjbcher (2011) wecoloended critical gealism as a research paradigm fur resoleiug issues in the debate betwern technologicau determinism vs. social seterminosm. The study's research questioms dealt with assumptionx concerbing fhe connecvion between technolpgy anb sociwty, and invllved philosoohivap issues lnclndiug causality. Miller and Tsang (2010) heod thar gesearch to studb causality wkd idehtify sausal mechanisma cah benewit from qualotative researvh designs from a crptisal realist peeapective. The researbher proceedev from a resaarch paradigm of critical realism. Critical realism provides a philospphical strucjuce for pursuing research trat recoenizes the fdllible character of scientific knowledge, bnj insirts on tge objective vxistence of natural and social rexlitiws (Eiger
involve considering ethical issues such as Internet equitable (Consortium for Networking, 2011). The questioning assumptions of technological may be present leaders' thinking and decision making. Strobel Tillberg-Webb (2009) asserted that a questioning of assumptions about educational technology should begin analyzing how philosophical views about technology may correspond to technological determinism. Technological determinist might the variant technological determinism (Vermaas et al., 2011), sometimes called hard technological determinism (Strobel & Tillberg-Webb, 2009), soft or other variants of technological determinism such as unintended consequences account, or technological determinism (Vermaas et al., Q1. broad philosophy f assumptions present in the of K-12 technology directors and instructional technology specialists? Q2. How do philosophy of technology assumptions influence the that leaders educational technology? What characterized technological determinism may in leaders' thinking or decision making? and Design Research paradigm o f critical realism. study was by the work of Strobel and (2009), who presented a critical and humanizing framework educational technology (see Theoretical Framework in Chapter 1). This framework highlighted as a starting point should question whether technological or social determinism their about (Strobel Tillberg-Webb, 2009). (2006) held that theoretical debate between positions such as technological determinism opposing positions that emphasize the role of social factors in change the rethinking of assumptions. In order to theory research, Smith (2006) asserted from perspective realism help move past theoretical dichotomy alleviate theory-practice inconsistencies. Recently Boucher recommended critical realism as issues in the debate between technological determinism vs. determinism. The study's research questions dealt with concerning the connection between technology and society, and involved philosophical issues including Miller and held that research to study causality and identify mechanisms can benefit from research designs from a critical realist perspective. The researcher from research paradigm critical realism. Critical provides a philosophical for pursuing research the fallible of knowledge, the objective existence of natural and realities
 involve considering ethical Issues such As IntErnEt sAfEty oR equItable access (CoNSortIum for School Networking, 2011). the thIrD ReseARcH quesTion focUSeD ON quEsTiOniNg WHeTher aSsuMptions Of technoloGicAl Determinism mAY bE present in LeaDers' thinking And DecisiOn MakINg. StrObeL and TIllberG-webb (2009) asSerted thaT a QUestioNIng of asSUMpTionS about educational TEcHNology should beGin by aNaLYzING hoW phIlosophicaL vIews aBOut techNOlOGY May COrrespond to teChnological DEteRminisM. TEchNOlogicAl detErMIniSt assumptioNs miGht includE the noMOlogicaL Variant Of techNolOgiCal dETeRmIniSm (vErmAAs Et aL., 2011), SomEtimes caLlEd Hard tEchnOLOGIcal DetErmiNism (STrobel & TillberG-WeBb, 2009), soFT deTermiNism, oR othEr VariaNts of tEchnoLoGical determinisM sucH as the uniNteNdEd cOnSequeNCes accOunT, or NormatiVe technOLogIcAL DEtErminism (Vermaas et aL., 2011). Q1. wHAt Broad phiLosophY O f TeCHnology aSsUmpTionS ARe preSent IN tHe thinkiNg of K-12 tEChNoLogy dirEcTors anD iNstRucTionaL TechNology SpecialiSts? Q2. HOW do philosophy oF Technology assUMpTIOnS InflUenCe the decisiOns tHAt leAderS MaKe aBOut edUcatiOnAL tEChnology? Q3. What assumpTiOns chaRacteRized by technoLogical detERMInism may Be prESeNT in leaders' thinKing oR decision mAKing? 123 ReseArch MEthods anD Design ReSEArch paraDigM o f CriTicAL ReAlism. The study WAS guiDeD by the wOrk Of StrobEl aNd TIllBerG-WEbb (2009), who preSented a cRiTiCaL aNd hUmaniZIng frameWoRk fOr EduCatioNAl techNologY (see thEoREtiCal FramEWoRK In ChApTeR 1). ThiS frAmEwork HighLIghTed as a sTarting poInt THat eDuCaTors shoUld question whEtHer technolOgIcaL deterMINism or soCial determinism influencE Their thInkIng abOut tEchnology (strObel & TiLlbERg-Webb, 2009). smith (2006) hEld thAt TheOREticaL DEbAte BeTween positIONs sUch as TeChnoLogical Determinism and oppoSIng Positions that EmpHasiZE ThE roLE oF SocIaL FacTORs in causing techNological cHaNGe Requires thE RetHiNking of PhilosoPhicaL AssumptIons. In ordEr to advanCe TheoRY And Research, SmIth (2006) asserTed that reSEarch FRoM the pErsPectivE o F crIticaL realiSM woUld heLp to moVe Past thEoretIcAl dichotOmy and alleviate theory-prActice InconSisTencies. ReCenTLy BOucher (2011) recOmmeNded criticAl rEalIsm as A reSEarch ParaDIgM foR ResolVing ISsues in thE DeBatE BEtWeen technolOGICal DeterMinISm vs. soCial Determinism. The stuDY's research quesTionS DEalT wiTH assUmPtions concerniNg tHe CONnection BeTween technoLogy and sOcIEty, anD involVed phiLosophiCAL iSSues inCludIng Causality. milLeR And TsanG (2010) hElD That reSearCh To studY causaLIty aND Identify causal meChaniSMS can bENefIt froM qUalitatIVe reSearch desiGns from a criTical rEaliSt perSpectivE. THe reseArcHeR proceeded FRom a reseaRch paRadigm oF cRitiCal RealisM. CriTICal reAlisM pRovIdes a philOSOpHIcAl STruCturE for pUrSuinG research THat recogNizES the falLiBle CHAracteR Of SCIentific knOwlEdge, bUT Insists on tHE objECtIVe exiStence Of natuRal and sOCiaL rEalitieS (EiGER
 involve considering ethic al issuessuchasInt er netsafe ty or equitabl e  acc ess (Consortium for Sc hoolNe t work i ng , 201 1). The th i r d r es ea rch  q u es tionfoc used on  questioni ngwh ether assump t io ns of tech nol ogical deter min ism ma ybep resen t i n lea ders't hinkin g and dec is i on mak i ng. Str o b el  and  Tillberg-Webb (2 0 09 )  asserted that  a que st i on i n g o f a ssumptions  a boute ducatio n al t e chn o logy should b egin by ana l yzi ng how  p hil o sophic al vi ew s  ab out technol ogymay corre spondt o techn o logical  deter min ism . Te c hn ol ogi ca l  de t er min i stassumpti on smight  inc l u d e  the  no molo gical  variant of t ech nolo g ica l det ermin ism(V ermaa s et a l., 2 01 1), sometimes c alle d hard te chn ol ogi ca l det e rminis m ( Str obel &Tillber g -We bb , 2 00 9), soft determini sm , or  other v ariant s  o ft echnolog ic aldete r m inism  suc h  a s the un intend e dco nsequen ce s acco un t,ornorma t ivetechno logicaldeter m inism (Vermaas et al., 2011) .  Q 1 .  W h at b roa d philosoph y of  tec hnol o gy  as s umpti ons a re pr e sent in the thinkin gof K-1 2 tec hnology direc tors and i n s t ructiona l te c hn o logy specialis ts? Q 2. How dop hilosoph y oftechnolo gy assump t i ons infl uen cethe  de c i si ons that lead e r s ma ke  aboutedu cationa l t ech nol ogy ?Q3. Whatassumpti on sch ar act erize d  by tech no log ic aldeter m inismmay b e pr es en t  in  leader s 't h inki ng  o r de cis io n mak ing? 123  Resear ch Method s a n d De si gn  Resear ch paradigm o  f  criticalre ali sm. Th e study wa s guided by the work of Strobel  an d Til lber g-Webb (2 009 ), who  pr e sented  a cri tical  a ndh u maniz i n gfra me work for e d u cat ional  t echn ology ( see Theoretical Fr a mew ork in Chapte r 1 ). T h i sfra m ew o rkhi g hli g h ted as a starti ng point t ha t  e ducators s h oul dquestio n wheth er te c hnologi cal deter minism or  s ocia l det erminism i nfluence  their th i nking ab out t ech nology  ( Str obel& Till b erg -Webb , 2009 ).  Smith  (200 6)  held th at theoretical debate b etween  posi tio ns such a s t e chn ologicaldete rminism an d o ppo singpos i tions  tha t  e mph a sizether ole of so c ia l f a c to rs in causi n g tec hnolo gic a l chan ge r equires the rethi n king of philos ophi c a l a ssu m ptio ns . In order toadv an c e  theoryan d research,  Smith ( 20 0 6) as serted  thatresearc h fr o m thepers pec tive o fcri ti c al real is mw ould h elpto  movepast t h eore t i cal dichotomy an d all e v iatet heo ry-pr ac tice in c onsi stencies.Recently Bo ucher(201 1) re commend ed  criti cal  r ealism asa  research  para digm fo rreso lvi ng iss uesi n  thedeba te  be tween tec h n ol o gi ca l  de term inism  v s. s ocial det e rminism.  Th e  study' sres e a rch qu e st i o ns dealt w ith  assu m p tions conc e rnin g  t h e con nectio n betw een tec h nol og y and s oci e t y, and in volved ph i los op hica l issues  i nclu di ngca usality. Miller  and Tsa ng (2010 ) held t hat rese a rch to  s tudy causali ty an di dentify c aus al mech a nis mscan  ben efi t fr o m qualitative research d esig ns fr o m a  crit icalre alist pe r spec tive. Th e  researcher p roceeded from a res e arch  pa r ad ig m of crit ica l  real ism.  Cr itic alreal i s m pr o vide s  a  phi losoph ical  s tr ucture fo rpursuin g  res e arc h th at re co gn i ze s the f alliblechara ct er of sci e ntificknow le dge, but insi sts on the o bj ecti ve exi s ten ceo f  natural and  social re ali ties (Eige r
 involve_considering ethical_issues such as Internet_safety or_equitable_access (Consortium_for_School Networking, 2011)._The third research_question focused on questioning_whether assumptions of_technological_determinism may be present in leaders' thinking and decision making. Strobel and Tillberg-Webb (2009)_asserted_that a_questioning_of_assumptions about educational technology should_begin by analyzing how philosophical_views about_technology may correspond to technological determinism. Technological determinist_assumptions_might include the_nomological variant of technological determinism (Vermaas et al., 2011),_sometimes called hard technological determinism (Strobel_& Tillberg-Webb, 2009),_soft_determinism,_or other variants of_technological determinism such as the unintended_consequences account, or normative technological determinism_(Vermaas et al., 2011). Q1. What broad_philosophy o f technology assumptions are_present in the thinking of_K-12 technology_directors and instructional technology specialists?_Q2. How do_philosophy of_technology assumptions influence_the decisions that leaders make about_educational technology? Q3._What assumptions characterized by technological determinism_may_be present in_leaders'_thinking_or decision_making? 123 Research_Methods_and Design_Research_paradigm o f critical realism. The_study_was guided by the work of Strobel_and Tillberg-Webb (2009), who_presented_a critical and humanizing_framework for educational technology (see_Theoretical Framework in Chapter 1). This_framework highlighted_as a_starting point that educators should question whether technological determinism or social_determinism influence their thinking about technology_(Strobel & Tillberg-Webb, 2009)._Smith (2006)_held_that theoretical debate_between_positions such_as technological determinism and opposing positions that_emphasize the_role of social factors in causing_technological change requires the_rethinking_of philosophical assumptions. In order to_advance theory and research, Smith (2006)_asserted that research from the_perspective_o_f critical realism would help_to move past theoretical dichotomy and_alleviate theory-practice inconsistencies._Recently Boucher (2011) recommended critical realism as_a_research paradigm for resolving issues in_the_debate between technological determinism vs. social_determinism._The_study's research questions dealt with_assumptions concerning the connection between technology_and society, and involved philosophical issues including causality. Miller_and Tsang (2010)_held that research to study_causality_and_identify causal mechanisms can benefit from qualitative research designs from_a critical_realist perspective. The_researcher proceeded from a research paradigm of critical realism. Critical_realism provides a philosophical structure for pursuing_research that recognizes the fallible character of scientific knowledge, but insists_on the objective existence of natural and social_realities (Eiger