bin and Strauss (2008) explained that during data analysis, the core category should continue to grow in explanatory relevance. While other categories and philosophical 240 perspectives were also prevalent, Keep up with technology (or be left behind) came forward at the beginning o f the process of data collection and analysis. As axial coding progressed, Keep up with technology (or be left behind) emerged as the core phenomenon that linked other important categories, with its properties and dimensions (see Table 19) involving instances from all 31 participants. Strobel and Tillberg-Webb (2009) discussed how within education, there can be the idea, associated with technological determinism, that students and educators "have to keep up with the technologies or be left behind" (p. 78). It is important to note, that while the researcher had seen this usage from Strobel and Tillberg-Webb, Keep up with technology (or be left behind) reappeared in-vivo in transcript narratives in various forms, often expressed in those words, or variations o f them (see Table 19). Strobel and Tillberg-Webb (2009) also discussed the idea of catching up with technological innovations, as did Kritt and Winegar (2010). Instances in the transcripts also used the language of catching up with technology. The philosophy of technology assumption Technological change is inevitable was prevalent, present in the thinking of 30 participants. Discourse about the inevitability o f technological change was a consistent theme in the study. Similarly, Leonardi (2008) found from a study of technology managers in the private sector that a "discourse of inevitability" created an ideological orientation toward technological change (p. 975). Leonardi and Jackson (2004) found that managers presented organizational change as being inevitable because technological change was perceived as inevitable. A similar phenomenon of an ideological orientation toward technological change appears to be present in this study of educational technology leaders. The results 241 presented for Research Question 2 show that philosophical thinking surrounding Technological change being inevitable links with the response to technology decision making Keep up with technology (or be left behind). For example, TS2 stated, "Technological change is inevitable and we should not resist it. That is my philosophy!" TS2 then continued Our students have surpassed us in technology, and we need to catch up with them. There is no stopping technology, if we embrace it for what it can do for education, everybody will be happier all around. All the time you have to keep up with technology, it's a constant
bin and Strauss (2008) explained that during data analysis, the core class should stay to grow in explanatory relevance. While other class and philosophic 240 perspectives were also prevalent, retain up with technology (or be left behind) occur forward at the beginning o farad the process of data solicitation and analysis. As axial cryptography progressed, observe up with engineering (or be left behind) emerged as the core phenomenon that connect other important class, with its properties and dimension (see Table 19) involving instances from all 31 participants. Strobel and Tillberg - Webb (2009) discussed how within department of education, there can be the idea, associated with technological determinism, that students and educators " have to observe up with the technologies or be left behind " (p. 78). It is important to note, that while the researcher had seen this usage from Strobel and Tillberg - Webb, Keep up with technology (or be left behind) reappear in - vivo in transcript narrative in various forms, often carry in those words, or variations o f them (see mesa 19). Strobel and Tillberg - Webb (2009) also discussed the idea of catching up with technical innovations, as did Kritt and Winegar (2010). Instances in the transcripts also used the language of catching up with technology. The philosophy of technology assumption technical change is inevitable was prevailing, present in the thinking of 30 participants. Discourse about the inevitability o f technological change was a consistent root in the study. Similarly, Leonardi (2008) found from a study of engineering managers in the secret sector that a " discourse of inevitability " created an ideological orientation course toward technological variety (p. 975). Leonardi and Jackson (2004) found that managers presented organizational change as being inevitable because technological variety was perceived as inevitable. A similar phenomenon of an ideological orientation toward technological variety appears to be present in this study of educational technology drawing card. The resultant role 241 presented for Research Question 2 show that philosophical thinking surrounding Technological change being inevitable links with the response to technology decisiveness making Keep up with engineering (or be left behind). For example, TS2 stated, " technical change is inevitable and we should not resist it. That is my philosophy! " TS2 then continued Our students have surpassed us in technology, and we need to catch up with them. There is no stopping engineering, if we embrace it for what it can do for education, everybody will be happy all around. All the time you have to keep up with technology, it's a changeless
bin and Strauss (2008) explained uhat during data cbalysiv, the dore catdgory should continue to grox in explqnatory relevance. Whild other cwtegoriew anv philosophical 240 perspecbnves scre anwo prevalent, Kgep up with dechnology (or te lzft behind) came forward at the beginging o g hhe process of dats colmvcuion and analysis. As axial coding progrevsed, Keep up eith technology (or be left behlnd) emerged as the core phenonenog that linked other important categkries, with its properties and dkmensnons (see Tavlw 19) ltvolving inwtancvs from all 31 isrtici[ants. Syrobel and Tilkbecg-Wevb (2009) discussed how witiin education, there san be tha ndea, associated with rexhnolmgicdl ddreroinjsk, fhat shudxnts and edhcators "havw to keep up with tne nrchnologies kr be jest behind" (p. 78). It is important to note, thdt shile the researcher hae seen this usage frol Strobel and Tillberg-Webb, Keep up with technology (or be laft bxhknd) rcappdqrfd in-vivo in transcript narratives in various rotmx, often expresfed in thosr aotqs, or variatiuns o y tgem (see Table 19). Strlbel anq Tiloberg-Webb (2009) alxo discussed the idea of carching up winh twchnological innovctions, as dib Kritj and Einegar (2010). Instances in tke trahscripts aldo used tgd language of cagchpng gp with udchnology. The phijosophy oh tecknology xssukption Technologlcal gvange is inevitablf was psevalent, pgesent in the thinking of 30 partmripants. Discoorsa atout the inevltability o f tqchnological ckange waf a cunsistent nheme in vhe study. Siiilarly, Leonasfi (2008) found frmm a stuqy od texhnologh managers in tne privatv fectir that a "discoursc of khevitability" crzcttd an ideologicak ofiegtwtmon tjfard technolmgicxl znange (p. 975). Leonardl avd Jsckson (2004) found that mdnagsrs presented orgamidational xhange af being ineviyable because techjologmcal ciange eas perceived as inevitable. A simjlar phenlmekon of an idejloglcal orientatipn toward technological change appears vo be present in this srudy of educational uechnology leeders. Ehe resulds 241 presented for Rewearch Question 2 xhow that philosophiczl thitking surrounding Technological change being inevitable links with the responsw to txcrnology decjsiom makpng Leep u[ wivh technology (or bv left behind). For example, TS2 staved, "Technonoyical change is inevitable anc de should not resist it. That is my phjlosophy!" TS2 then continued Our students have surpassed us in teghnology, qnd ws need to ratch up with them. Tnere iv no wtoppint teghnology, if we emnrwce it fog whet nt can do for education, everybody will ve happier all aronnd. All the bioe yoo have tj keep up with tschnkpogy, kt's a constany
bin and Strauss (2008) explained that during the category should to grow in and 240 perspectives were prevalent, Keep up technology (or be left behind) came at the beginning o f the process of data collection and analysis. As coding progressed, Keep up with technology (or be left behind) emerged as the phenomenon linked important with its properties and dimensions (see Table 19) involving instances from all 31 participants. Strobel and (2009) discussed how within education, there can be idea, associated with technological that students and educators "have keep with the or left (p. 78). It important to note, that while the researcher had seen this usage from Strobel and Tillberg-Webb, Keep up technology (or behind) reappeared in narratives various forms, often those words, or variations o f 19). Strobel and Tillberg-Webb (2009) also discussed the of catching with technological innovations, as did Kritt Winegar (2010). Instances in the transcripts also used language of catching up with technology. The philosophy of technology assumption Technological change is inevitable present in the thinking 30 participants. Discourse the o technological was a theme in the study. Similarly, Leonardi (2008) found from a study technology managers in the private sector that a "discourse of an orientation toward technological (p. 975). Leonardi and (2004) that managers presented organizational being because perceived inevitable. similar phenomenon of an orientation toward technological change appears be present in this The results 241 presented for Research Question 2 that philosophical thinking surrounding Technological change being links with the response to technology decision making Keep up with technology be left example, TS2 stated, "Technological change is inevitable and should not resist it. is my philosophy!" TS2 then continued Our students have us technology, and need to catch with them. There no stopping technology, embrace it what can everybody will be happier all around. the you have to keep up technology, constant
bin and Strauss (2008) explained thaT during datA analYsiS, thE cOre cAtegOry should contiNUe to Grow in explanatory relevAnce. WHiLE othER cAtegoRies and PHiLOSopHiCaL 240 peRsPEcTives WerE also prEvalent, KeeP up WiTh technology (OR bE left behinD) caMe forward at tHe bEginniNg O f tHE procEss Of datA colleCTion anD analysis. as AXial coDIng progRESsEd, KeEp up with technologY (Or BE left behind) emeRged as ThE CoRE PheNomEnon that liNkEd othER importANt CATEgoRIes, with its proPerties and dIMenSions (sEe tabLE 19) involVing iNsTAncEs from all 31 paRticIpants. StrObel anD tillberG-webb (2009) disCussed How WitHin eDUcAtIon, ThERe cAN bE thE IdeA, associaTeD wIth teChnoLOGICal dEteRminIsm, thAt students and EduCatoRS "haVe to kEep up With ThE techNologiEs or bE lEft behind" (p. 78). It is iMporTant to notE, thAt WhiLe The reSEarcheR haD seEn this uSage froM strObEL ANd tillberg-Webb, Keep up WiTH TeChnology (Or be leFT bEhINd) reappeArEd iN-vivO IN tranScriPT nArrativeS in varIOuS fOrms, oftEn ExpresSeD in ThoSe worDS, or vAriatiOns o f theM (see TABle 19). Strobel and TILlberg-Webb (2009) alsO DiSCUsSEd thE idEa of catchinG up wITh teChnoLOgIcaL InnovAtionS, aS DiD kritt and Winegar (2010). InstAnCes in tHe traNscripts also uSed the langUAGE of catchIng uP WiTH technology. The PhiloSophy of tecHNology asSumptIon TechnOlogical cHANge is ineVitAblE waS prEVAlEnt, present in tHE ThinKiNg of 30 parTicIpants. DIscOurSe aBouT tHe inevitaBility o f TeChNoLoGicAl chaNGe was a coNsIstEnT thEme in THe studY. SimiLarlY, LEoNArdI (2008) found fROm A STudy Of TeChnoLogY mAnageRs in THe pRivate sEctor that A "diSCourSe Of InevitaBility" created An IdeologicaL oRieNtatioN TOward tecHnological change (p. 975). LeonarDI and JacKsoN (2004) founD thaT managers PreSented OrgANizatiOnal chAnge aS bEinG INevitABLe BecAuSe technoloGICal ChangE wAs peRceived As inevitable. A similAR phEnomenon of an iDeoLogiCAL oRieNTaTIon ToWArd TEChnological chanGe appears tO bE PrEsent in thiS StuDy Of educaTional tEchnoLOgy leadErs. The resUlts 241 preseNtEd foR rEseArch QuestiOn 2 show thAt philosoPHical THiNking SurRoundiNg tecHnoloGical cHAngE beinG ineviTaBle linKs witH tHe responSe to technology decision mAking KEep up WitH technoloGy (oR Be lEft behind). for eXample, TS2 stAteD, "TeChnolOgiCAl chaNge iS InEviTAble aNd we SHould not rESiSt iT. tHaT is my philosOPHY!" TS2 Then cOntINued OuR stuDents have surpasseD Us in technology, And wE NEed To cATch uP wIth them. There is No sToPPIng technOlOgy, if we embrAce it for WhAT it caN do for EducatIon, everYBOdY Will be HappIer All around. all ThE Time you HaVe TO keep uP witH tEchnolOgy, it's A ConsTANt
bin and Strauss (2008) exp lained tha t dur ing  da ta  ana lysi s, the core ca t egor y should continue to g row i ne xpla n at ory r elevanc e .W h ile  o th erca t eg ories  an d philo sophical 2 40pe rspectives w e re  also prev ale nt, Keep upwit h tech no log y  (orbeleftbehind )  cameforward a tt he beg i nning o f  t he p rocess of data co l le c tion and analy sis. A sa xi a l  co din g progress ed , Kee p  up wit h  t e c h nol o gy (or be lef t behind) e m erg ed asth e c o re phe nomen on tha t linked ot herimportant  categ o ries, w i th itsproper tie s a nd d i me ns ion s( see Ta ble 19)  involvi ng  i nstan cesf r o m  all  31  par ticip ants. Strobel  an d Ti l lbe rg-We bb (2 009)  d iscus sed ho w wit hi n education, th erecan be th e i de a,as socia t ed wit h t ech nologic al dete r min is m , th at students and ed uc a t or s "haveto kee p  u pw ith thete chn olog i e s orbe l e ft  behind"  (p. 7 8 ).  I t is im po rtantto  no te,  that whil e theresearch er ha d  seen this usa g e from Strobe l  a n d  T i llbe rg- Webb, Keepup w i th t echn o lo gy( or be  left  b e hi n d) reappeared in-vi vo  in tr anscr ipt narrative s in vario u s forms, o ften ex p ressed in thos e wor ds, or var i ations o  f th em (seeTable 19) . Strobeland  Ti llb erg - W eb b (2009) also d iscu ss ed theide a of ca tch ing  up  wi th  technolo gical in no va ti on s,as di d  Kritt a nd  Wi ne gar  (201 0 ). Ins tance s in  t he tra nscript s  a l s o us ed  t he l ang ua ge of  cat c hin g up wi th techno log y . Th eph ilosoph y of technolo gy  assumptio nTec hnolog i c al chang e is inevitable was pre v alent,pre sentin t he thinki ngof 30par t icipan ts. Di scour se  ab o u t the i ne vit ab ility o ft e chn ologi ca l ch ange wa s a consistent the m e i n the study.Sim ilar l y ,Leo n ar d i ( 20 0 8)f o und from a stud y of techn ol o gy  managersi n t he  privat e secto r tha t  a "dis course of  inevitab il ity" c rea ted an ide ological  orientat i on to w ar d tec hno logica lcha nge ( p. 975 ) . L eonar di and  J ackson  (200 4)  found t hat managers presentedorgani zatio nal  change a s b e ing  inevitab le b ecause tec hno log icalcha n ge wa s pe r ce ive d  as i nevi t able. A s i mi lar p he nomenon ofa n ide ologi cal orient atio n toward technolo g ical change ap pear s tobep rese nt  in this study  of  e d u cational  t echnology l eaders.Th e  resu lts 24 1 pres ented f o r  R e search  Que sti on 2 show  th at philoso ph ic a l thin king  s urroun ding T e chno l o gical change bei ng in e v itabl e  li nks w it h the r e spon se to tech nology deci sion m akin g Kee p up wi th  techn olo gy  (or be le f t behind) . For  exampl e,  TS2  st ated,"Tec h n ologi calch ang e is inev i t ab l ean d  we  sho uld n ot  res ist it. T h at is my  ph i losophy !"  TS 2 then c o nt i n ued Our st ude nts h a v e surpasse d  usi nt echno logy,and we  need t o  ca tc h up wi tht h em. There  is no st o ppi ng  tec hnology,  i f we  e mbr ac e it for what i t can do  for edu c a tion,eve r ybod y  willbe  happier all  arou nd .  All th e tim e you h a vetokee p up  wi th t e chnology, it's a constan t
bin and_Strauss (2008)_explained that during data_analysis, the_core_category should_continue_to grow in_explanatory relevance. While_other categories and philosophical_240 perspectives were_also_prevalent, Keep up with technology (or be left behind) came forward at the beginning_o_f the_process_of_data collection and analysis. As_axial coding progressed, Keep up_with technology_(or be left behind) emerged as the core_phenomenon_that linked other_important categories, with its properties and dimensions (see Table_19) involving instances from all 31_participants. Strobel and_Tillberg-Webb_(2009)_discussed how within education,_there can be the idea, associated_with technological determinism, that students and_educators "have to keep up with the_technologies or be left behind" (p._78). It is important to_note, that_while the researcher had seen_this usage from_Strobel and_Tillberg-Webb, Keep up_with technology (or be left behind)_reappeared in-vivo in_transcript narratives in various forms, often_expressed_in those words,_or_variations_o f_them (see Table_19)._Strobel and_Tillberg-Webb_(2009) also discussed the idea of_catching_up with technological innovations, as did Kritt_and Winegar (2010). Instances_in_the transcripts also used_the language of catching up_with technology. The philosophy of technology_assumption Technological_change is_inevitable was prevalent, present in the thinking of 30 participants. Discourse_about the inevitability o f technological_change was a consistent_theme in_the_study. Similarly, Leonardi_(2008)_found from_a study of technology managers in the_private sector_that a "discourse of inevitability" created_an ideological orientation toward_technological_change (p. 975). Leonardi and Jackson_(2004) found that managers presented organizational_change as being inevitable because_technological_change_was perceived as inevitable. A_similar phenomenon of an ideological orientation_toward technological change_appears to be present in this study_of_educational technology leaders. The results 241_presented_for Research Question 2 show that_philosophical_thinking_surrounding Technological change being inevitable_links with the response to technology_decision making Keep up with technology (or be left_behind). For example,_TS2 stated, "Technological change is_inevitable_and_we should not resist it. That is my philosophy!" TS2_then continued_Our students have_surpassed us in technology, and we need to catch up_with them. There is no stopping technology,_if we embrace it for what it can do for education,_everybody will be happier all around. All the_time you have to keep up with_technology, it's a constant