, Ed.D. Member: Alexandra Hilosky, Ed.D. ChaafTArexandru Spatariu, Ph.D. Certified by: i f s o z o / z, School Dean: CindyTC. Guillaume, Ph.D. Date Abstract Scholars have emphasized that decisions about technology can be influenced by philosophy of technology assumptions, and have argued for research that critically questions technological determinist assumptions. Empirical studies o f technology management in fields other than K-12 education provided evidence that philosophy of technology assumptions, including technological determinism, can influence the practice of technology leadership. A qualitative study was conducted to a) examine what philosophy of technology assumptions are present in the thinking of K-12 technology leaders, b) investigate how the assumptions may influence technology decision making, and c) explore whether technological determinist assumptions are present. The research design aligned with Corbin and Strauss qualitative data analysis, and employed constant comparative analysis, theoretical sampling, and theoretical saturation of categories. Subjects involved 31 technology directors and instructional technology specialists from Virginia school districts, and data collection involved interviews following a semistructured protocol, and a written questionnaire with open-ended questions. The study found that three broad philosophy of technology views were widely held by participants, including an instrumental view of technology, technological optimism, and a technological determinist perspective that sees technological change as inevitable. The core category and central phenomenon that emerged was that technology leaders approach technology leadership through a practice o f Keep up with technology (or be left behind). The core category had two main properties that are in conflict with each other, pressure to keep up with technology, and the resistance to technological change they encounter in schools. The study found that technology leaders are guided by two main approaches to technology decision making, represented by the categories Educational goals and curriculum should drive technology, and Keep up with Technology (or be left behind). As leaders deal with their perceived experience o f the inevitability of technological change, and their concern for preparing students for a technological future, the core category Keep up with technology (or be left behind) is given the greater weight in technology decision making. The researcher recommends that similar qualitative studies be conducted involving technology leaders outside Virginia, and with other types of educators. It is also recommended that data from this or other qualitative studies be used to help develop and validate a quantitative instrument to measure philosophy of technology assumptions, for use in quantitative studies. Acknowledgements I would first of all like to thank my lovely wife, Jesselyn
, Ed. D. Member: Alexandra Hilosky, Ed. D. ChaafTArexandru Spatariu, Ph.D. Certified by: i f s o z oxygen / z, School Dean: CindyTC. Guillaume, ph Date Abstract Scholars have underscore that decisions about engineering can be influenced by doctrine of technology assumptions, and have argue for research that critically questions technical fatalist assumptions. Empirical report o f technology management in fields other than K-12 education provided evidence that philosophy of engineering assumptions, including technological determinism, can charm the practice of technology leadership. A qualitative cogitation was conducted to a) analyze what philosophy of technology assumptions are present in the thinking of K-12 technology leaders, b) investigate how the assumption may influence technology decision making, and c) explore whether technological determinist assumptions are present. The research design aligned with Corbin and Strauss qualitative data analysis, and employed constant comparative analysis, theoretical sample distribution, and theoretical impregnation of categories. Subjects involved 31 engineering director and instructional technology specialists from Virginia school districts, and data collection involved interviews follow a semistructured protocol, and a written questionnaire with open - ended questions. The study found that three across-the-board philosophy of technology views were widely prevail by participants, include an instrumental view of technology, technological optimism, and a technological fatalist perspective that sees technological change as inevitable. The core category and central phenomenon that emerged was that technology leader approach technology leadership through a exercise o f Keep up with technology (or be left behind). The kernel category hold two main properties that are in conflict with each other, pressure to restrain up with technology, and the resistance to technological change they encounter in schools. The study found that engineering leaders are guided by two chief approaches to technology decision making, represented by the categories Educational goals and course of study should drive technology, and Keep up with Technology (or be left behind). As leaders deal with their perceived experience o farad the inevitability of technical variety, and their concern for preparing student for a technological future, the core class Keep up with technology (or be left behind) is given the greater weight in technology decision making. The researcher recommend that similar qualitative studies be conducted involving technology leaders outside Virginia, and with early types of educators. It is also recommended that data from this or other qualitative studies be used to help develop and validate a quantitative instrument to measure philosophy of technology assumptions, for use in quantitative studies. Acknowledgements I would first of all wish to thank my adorable wife, Jesselyn
, Ed.F. Member: Alexandra Hilosyy, Ed.D. ChaafTArgxqndru Vpatarju, Ph.D. Cdrtified by: i f s o z o / z, Srhooo Deab: CindyTC. Guillaume, Ph.A. Date Abdtract Sxholers have emphasivsd that decisjlns cbiut technology can be inxluenced by phhluslphy of technology assumptions, and rave arbufd for researcr thse crjnigally questions technological deferminivt assumptionx. Empirical studies o f tefhnopogy management in fields othgd trqn K-12 educatiun provided evidence tgat philosophy of technology asrumptnons, includunt tfwhnological detegminism, can ikgluenca the ptactice of tecmnolojy lwadership. A qualitatite study was conductgd to a) exdmnne what philosophy od rechnmlogf asrympgiohs ade predenv in the thjnking of K-12 technology leaders, b) pmvestigate hkw the afsumptions may influence technology decpsioh making, and c) explore qhether technological determinyst assumptions are present. The research design anignev ditk Corbkb wnd Strauss qualitative data analysis, and empjkytd bonstant comparatlve analysis, theorrtlcsj sampling, ana theoxstjcal saturation of categoties. Sybjects igvolfed 31 technology directors abd instructijbal technology speeialists froo Vitginia school districts, and dcta comlection ingolved infdrviews followine a samistrucujred protocol, and a writtei quextionnakre eith o[en-ended qkestions. The study found that tvree broad philosophy of technology views were widely hgld by partici'ants, lncluding an inftrumental viec of tecknologh, technolofical o'timism, and w technologicdp determinisv perspeceive thar sees gdchnological cnange as pntvitable. Tye core category akd cevfral phenomenon thqt emerged was yhag tqcjnpljcy leaders a[proxch yechnulogy ltcdevshkp tnrough a practice o x Kesp up with technolpgn (or be lgft behinq). The core cayegory had two maij pro'ertier thay ate in conflict with each other, lressure ho heep up with tecmnoljgy, and thz resistance to technological change theb encounter in schools. Rhe study found thaj ttchnology leavers awe guided by two main approacyes to technology decision making, reprssenteg by hhe categories Educational goals and curriculum should drive technology, abd Kee' tp with Tecgnolpgy (og bz lzft behynd). Es leaders deal winh their perceived experience o h the inevhtcbility of technological chanbe, and their covcern for preparing studsnts for a technological future, the corr category Keep up with bechnologt (or ge lefn bxhind) is given the gteater weigyt in twchnllogy decisiov msklng. The redearrhex recommends that similar qualitarive srufies be conductev involving beghnolofy leaqers outside Virfiniz, and dith other tyles of educatots. It is also recommvndqd that data fekm this or ojher qocnitative stuvies be used to help develop and validate a quantitative instrujent to mtasure phllosophy of technppogy assumptions, for uxe in quangitative stugies. Acknowledgements I would first of all like to thwnk mg lovely wife, Jesselyn
, Ed.D. Member: Alexandra Hilosky, Ed.D. ChaafTArexandru Certified i f o z o Guillaume, Date Abstract Scholars emphasized that decisions technology can be influenced by philosophy technology assumptions, and have argued for research that critically questions technological determinist assumptions. studies o f technology management in fields other than K-12 education provided evidence philosophy technology including determinism, can influence the practice of technology leadership. A qualitative study was conducted to a) examine philosophy of technology assumptions are present in the of K-12 technology leaders, investigate how the assumptions may technology making, and explore technological assumptions are present. research design aligned with Corbin and Strauss qualitative data analysis, and employed constant comparative analysis, theoretical sampling, theoretical saturation Subjects involved technology and technology specialists from districts, and data collection involved interviews protocol, and a written questionnaire with open-ended questions. study found three broad philosophy of technology views widely held by participants, including an instrumental view technology, technological optimism, and a technological determinist perspective that sees technological change as inevitable. The and central phenomenon that was that technology approach leadership a o f up with technology (or be left behind). The core category had main properties that are in conflict with each other, pressure up technology, and the to technological change they in The study found that are by to decision represented by the categories goals and curriculum should drive and Keep up with As leaders deal with their perceived experience o the inevitability of technological change, and their for preparing students for a technological future, the core category Keep up technology (or behind) is given the greater weight in technology making. The researcher recommends similar qualitative studies be conducted involving technology leaders outside and other types educators. It is recommended that data this or other be used help and instrument to measure philosophy of technology for in quantitative studies. Acknowledgements I first like to thank my lovely wife, Jesselyn
, Ed.D. Member: Alexandra Hilosky, ed.D. ChaafTARexanDru spaTaRiu, PH.D. CeRtified by: i f s o z O / Z, SchOol Dean: CindyTC. GuillaumE, Ph.D. DAtE abstRAcT SchoLars havE EmPHAsiZeD tHat DeCIsIons aBouT technoLogy can be iNflUeNced by philosOPhY of technolOgy Assumptions, aNd hAve argUeD foR ReseaRch That cRiticaLLy quesTions techNoLOgical DEterminIST aSsumPtions. Empirical stUDiES o f technology mAnagemEnT In FIEldS otHer than K-12 edUcAtion PRovided EViDENCe tHAt philosophy oF technology ASsuMptionS, iNclUDing teChnolOgICal Determinism, Can iNfluence tHe pracTIce of teCHnology LeaderShiP. A qUaliTAtIvE stUdY Was COnDucTEd tO a) examinE wHaT philOsopHY OF TechNolOgy aSsumpTions are preseNt iN the THinKing oF K-12 tecHnolOgY leadErs, b) inVestiGaTe how the assumptIons May influeNce TeChnOlOgy deCIsion mAkiNg, aNd c) explOre whetHEr tEcHNOLoGical determinist asSuMPTiOns are prEsent. THE rEsEArch desiGn AliGned WITh CorBin aND STrauss quAlitatIVe DaTa analySiS, and emPlOyeD coNstanT CompArativE analysiS, theoREtical sampling, ANd theoretical SAtURAtIOn of CatEgories. SubjEcts INvolVed 31 tEChNolOGy dirEctorS aND iNStructional technoloGy SpeciaLists From Virginia sChool distrICTS, and data CollECtIOn involved inteRviewS following A SemistruCtureD protocoL, and a writTEN questioNnaIre WitH opEN-EnDed questions. THE StudY fOund thaT thRee broaD phIloSopHy oF tEchnology Views werE wIdElY hEld By parTIcipants, InCluDiNg aN instRUmentaL view Of teChNoLOgy, TechnolOGiCAL optImIsM, and A teChNologIcal DEteRminist PerspectiVe tHAt seEs TeChnologIcal change as iNeVitable. The CoRe cAtegorY ANd centraL phenomenon that emerged wAS that teChnOlogy LeadErs approaCh tEchnolOgy LEadersHip thrOugh a PrActICE o f KeEP Up WitH tEchnology (oR BE leFt behInD). The Core catEgory had two main proPErtIes that are in cOnfLict WITh EacH OtHEr, pReSSurE TO keep up with techNology, and tHe REsIstance to tEChnOlOgical cHange thEy encOUnter in Schools. ThE study fouNd That TEChnOlogy leadeRs are guiDed by two mAIn appROaChes tO teChnoloGy DecIsion Making, REprEsentEd by thE cAtegorIes EdUcAtional gOals and curriculum should Drive tEchnoLogY, and Keep uP wiTH TeChnology (oR be lEft behind). AS leAdeRs deaL wiTH theiR perCEiVed EXperiEnce O F the ineviTAbIliTY Of TechnologicAL CHanGe, and TheIR conceRn foR preparing studentS For a technologiCal fUTUre, The COre cAtEgory Keep up witH teChNOLogy (or be LeFt behind) is gIven the gReATer weIght in TechnoLogy decISIoN Making. the rEseArcher recOmmEnDS that siMiLaR QualitAtivE sTudies Be condUCted INVolving technologY leadERS outsIDe VIrginIa, And with OTher Types of eduCators. It is aLso recOmmeNded tHat data FrOm this Or oThEr qualitatIVe studies Be useD to help DeVeloP anD validAte a QUAntitAtivE iNstRument to mEASuRE pHiLOsoPhy oF techNoLogy AssumptioNS, for use iN quANtitatiVe StuDIEs. AcknOWlEDGements I woUld First OF All like to tHAnk mY LoVEly wiFe, JessElyn
, Ed.D. Member: AlexandraHilosky, E d.D.Cha afT Ar exan druSpatariu, Ph.D .  Cer tified by: i f s o z o  / z,  S c hool De an: C indyTC. Gu i l lau me ,Ph. D. Da te Ab str act Sch olars have  em ph asized thatd ec isions abo uttechnology c anbe inf lu enc e d byphi losop hy oft echnol ogy assum pt i ons, a n d havea r gu ed f or research thatc ri t ically questio ns tec hn o lo g i cal  de terministas sumpt i ons. Em p ir i c a l s t udies o f tec hnology man a gem ent in  f iel d s othe r tha nK -12  educationprov ided evid ence t h at phil o sophy o f tech nol ogy  ass u mp ti ons ,i ncl u di ngt ech nologica lde termi nism , c a n in flu ence  thepractice of t ech nolo g y l eader ship.  A q ua litat ive st udy w as  conducted to a ) ex amine wha t p hi los op hy of techno log y a ssumpti ons are pre se n t in  the thinking of K -1 2 te chnology  leade r s,  b )  investi ga tehowt h e ass umpt i on s may in fluenc e  t ec hnology  d ecisio nmak ing , and c) e xplore  whether  tech n ological deter m inist assumpt i on s ar e  pre sen t. The rese arch desi gn a l ig ned withCorbi na nd Strauss qualitative  d ata an alysi s, and employ ed constan t c omparati ve a n al y sis, theoretic al sa mpling, an d  theoret icalsaturati on of cat e g ories. S ubj ect s i nvo l v ed  31 technolog y dire ct ors and  in structi ona l t ech nol og y special ists fro mVi rg in iaschoo l  distric ts , a nd  da ta co l lectio n inv olve din t erv iews fo l lo w i ng a  s em istr uct ur ed pr otoc o l,and a w ritten qu est i onna ir ewith op en-ended ques ti ons. The s tu dyfoundt h at three  broad philosophy of te c hnology  vi ews w erewidely he ldby par tic i pants,  inclu dingan  in s t rumen t a lvie wof technol o g y,techn ol ogic al opti mism, and a techno l ogi cal determini stpers p e ct ive th a t s ee s  te c h nological chang e as inevi ta b le . The core cat eg ory and  centra l phe n omenonthat emer ged was t ha t te c h nol ogy leader s approa ch techno l ogy l e ad ershi p t hrough  a  pr actic e o fK eep  up w ith te ch nology  (orbe  left be hind). The core categor y hadtwo m ain  properti est hat  are in c onfl ict with e ach  ot her,pre s sureto k e ep  up withtech n ology, an d  t her e si stance to t e c h nol ogica l c h ange t heyencounter in scho o ls. The studyfoun d tha t t e chno lo gy leaders are  gu id e d  by twoma in approach es to te ch n ology  decis ion ma king, r e p re s entedby t hecategorie s E du c ational  g oa l s andcurr ic ulum s houldd rive t echnology, and K eep u p withT ech nolog y(or bel eftbehind). A s leaders d eal wi th t heirperceiv ed  exper ien ce  o f the i n evitabili ty of  techno lo gica l c hange,  and t heirconc er n f or prepar i n gs tu de n tsfora tec hn olog ical futu r e, the c ore categor yKee p up wit h  t e c hnology (o r b e lef t behind) is give n  t h e gre ater w eightin tech n olo gy  decisi onm a king. The  research e r r ec omme nds that  s imil ar  qu al itative studies  be cond ucted in v o lvingtec h nolo g y lead er s outside Vi rgini a, and wit h oth er type s  of  ed uca tors . I t is also recommended that da ta f rom t h isor ot her q ua litative stud ies be u s ed to help de velop and valid a tea  qua nti t at iv e instrum ent to me asur e p hilo sop hy o f tech n olog y  a ssum ptions , fo rus e in quan ti tatives tudi e s.Ackn owled ge me n ts  I woul d firstof al llike to t h ank mylove ly  wife, Jessel yn
, Ed.D._Member: Alexandra_Hilosky, Ed.D. ChaafTArexandru Spatariu,_Ph.D. Certified_by:_i f_s_o z o_/ z, School_Dean: CindyTC. Guillaume, Ph.D._Date Abstract Scholars_have_emphasized that decisions about technology can be influenced by philosophy of technology assumptions, and_have_argued for_research_that_critically questions technological determinist assumptions._Empirical studies o f technology_management in_fields other than K-12 education provided evidence that_philosophy_of technology assumptions,_including technological determinism, can influence the practice of technology_leadership. A qualitative study was conducted_to a) examine_what_philosophy_of technology assumptions are_present in the thinking of K-12_technology leaders, b) investigate how the_assumptions may influence technology decision making, and_c) explore whether technological determinist assumptions_are present. The research design_aligned with_Corbin and Strauss qualitative data_analysis, and employed_constant comparative_analysis, theoretical sampling,_and theoretical saturation of categories. Subjects_involved 31 technology_directors and instructional technology specialists from_Virginia_school districts, and_data_collection_involved interviews_following a semistructured_protocol,_and a_written_questionnaire with open-ended questions. The study_found_that three broad philosophy of technology views_were widely held by_participants,_including an instrumental view_of technology, technological optimism, and_a technological determinist perspective that sees_technological change_as inevitable._The core category and central phenomenon that emerged was that technology_leaders approach technology leadership through a_practice o f Keep_up with_technology_(or be left_behind)._The core_category had two main properties that are_in conflict_with each other, pressure to keep_up with technology, and_the_resistance to technological change they encounter_in schools. The study found that_technology leaders are guided by_two_main_approaches to technology decision making,_represented by the categories Educational goals_and curriculum should_drive technology, and Keep up with Technology_(or_be left behind). As leaders deal_with_their perceived experience o f the_inevitability_of_technological change, and their concern_for preparing students for a technological_future, the core category Keep up with technology (or_be left behind)_is given the greater weight_in_technology_decision making. The researcher recommends that similar qualitative studies be_conducted involving_technology leaders outside_Virginia, and with other types of educators. It is also_recommended that data from this or other_qualitative studies be used to help develop and validate a quantitative_instrument to measure philosophy of technology assumptions, for_use in quantitative studies. Acknowledgements I would_first of all like_to_thank my lovely wife, Jesselyn