 learning technology should be transparent to the educational process accomplish school district goals or mandates consider do we already have something else that already does this provide more technology resources for students enhance efficiency and ease burdens of faculty and staff technology suited to teachers increase parental involvement improve teacher productivity help the largest number of students consider technology integration in lesson planning technology to improve security or safety assist students with disabilities don't pursue technology for the sake of technology consequences of pursuing technology for the sake of technology • placing focus on latest technology rather than education • technology sitting on the shelf or wasting of money • ignoring important issues pertaining to implementation • failure of the technology initiative • resistance to technology initiative • adapting consumer technology before 235 114 10 10 8 8 7 6 4 3 3 3 3 2 2 2 2 2 2 71 21 4 3 3 3 3 211 it's completely suitable for education take a cautious approach to buying into 14 technology trends technology is not a silver bullet 5 curriculum should drive technology rather than 18 technology drive curriculum educational technology planning 6 education market can shape technology 6 development____________________________________________ Note. The coding frequency for the category includes its properties and dimensions. The frequency for properties includes the dimensions under them. Dimensions of properties are indented, and sub-dimensions are bulleted. Table 22 displays dimensionalized examples for the category Educational goals and curriculum should drive technology. Coded segments from the transcripts for the category and its properties are given. Pseudonyms are used for the participants. Table 22 Dimensionalized Examples o f Educational Goals and Curriculum Should Drive Technology Category or Property_____Participant Educational goals and TD12 curriculum should drive technology Educational goals and TD8 curriculum should drive technology Educational goals and TD4 curriculum should drive technology Educational goals and TD13 curriculum should drive technology consider the intended TS5 educational goals for technology _______ Dimensionalized Examples_______ "The driving force for technology should be the educational needs of the school or division." "There are no such things as technology initiatives! There are business of education projects designed to meet goals and objectives o f student achievement through the use o f technology." "I tend to align all of our purchases with educational needs." "Does it fit what our division is trying to do with curriculum, and student achievement?" "If a school system is going to purchase something, we should look at the expected outcome, and consider whether we'lPbe able 212 consider the intended TS6 educational goals for technology consider the intended TD10 educational goals for technology don't pursue technology TD6 for the sake of technology don't pursue technology TS5 for
learning technology should be transparent to the educational process accomplish school district goal or mandate consider do we already have something else that already does this provide more engineering resources for students enhance efficiency and ease burden of faculty and staff technology suit to teachers increase parental involvement better teacher productivity help the large numeral of students consider technology integration in lesson planning engineering to improve security or safety serve students with disabilities don't prosecute technology for the sake of engineering consequences of pursue technology for the sake of technology • placing focus on late technology rather than education • technology sitting on the shelf or wasting of money • ignoring important issues pertaining to implementation • failure of the technology initiative • resistance to technology enterprise • adapting consumer technology before 235 114 10 10 8 8 7 6 4 3 3 3 3 2 2 2 2 2 2 71 21 4 3 3 3 3 211 it's wholly desirable for education take a cautious approach to buying into 14 engineering trends engineering is not a silver bullet 5 curriculum should tug technology rather than 18 technology drive curriculum educational technology planning 6 education market can shape technology 6 growth _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Note. The code frequency for the category includes its properties and dimensions. The frequency for properties include the dimensions under them. Dimensions of properties are indent, and sub - dimensions are bulleted. Table 22 displays dimensionalized example for the category Educational goals and course of study should drive technology. Coded segments from the transcripts for the class and its properties are given. Pseudonyms are used for the player. Table 22 Dimensionalized Examples o f Educational Goals and Curriculum Should Drive Technology Category or Property_____Participant Educational goals and TD12 curriculum should force technology Educational finish and TD8 curriculum should drive technology Educational goals and TD4 curriculum should force technology Educational goals and TD13 course of study should drive technology consider the intended TS5 educational goals for technology _ _ _ _ _ _ _ Dimensionalized Examples _ _ _ _ _ _ _ " The driving force for engineering should be the educational needs of the school or division. " " There are no such things as technology initiatives! There are business of department of education projects designed to meet goals and objectives o f student achievement through the use oxygen f technology. " " I tend to align all of our purchases with educational needs. " " Does it fit what our division is trying to do with curriculum, and student achievement? " " If a school organization is going to purchase something, we should look at the expect outcome, and consider whether we'lPbe able 212 see the intended TS6 educational goals for technology consider the intended TD10 educational goals for technology don't pursue engineering TD6 for the sake of engineering don't pursue technology TS5 for
 lewrning technology should be transparent to the educafional pfocess accomplish school disvricr goaos or mandates considef do we apready hqve wimething else that alreasn doev this provide kore technmlogy resourcev wox students enhance efficiency and eafe burdrnd of faculty agd suafs tedhnology suited to teachers increaae pareital involvemeny improve teacher productigity help the largest jumber of sjhdegrs consider gechnology integration in lesson planning technology go im'rove securutt og safety assmst stldents with dlxabilidies dom't pursue techkologb foe the sake of technolmgy consequences os pursuinc cechnology for the saje of tgchnonogy • plxcihg fkcus oj letest technklogy rathee than education • ttchgilogy sitting on thq fhelf or wasting of money • ignoring impmrtznt issues pertaining ti implementation • faipure of tre technology initiative • resistance to technologf inivixtirc • qdwpting consumer technology before 235 114 10 10 8 8 7 6 4 3 3 3 3 2 2 2 2 2 2 71 21 4 3 3 3 3 211 it's completely skiywble for educxtion czks a cautious approwch to fuyint into 14 ttchnokogy trends technology is nit a silver yuloet 5 curriculum shluld drive cechnokogy tather than 18 technology dribe curriculkm educatjunal technology olaknitg 6 education market can srape techiologv 6 develupmemt____________________________________________ Notq. The codijg frcxuency for the catfgory itcludes itd properties and dimensions. The frequency for psopvrties ineludes the dimensiogs under them. Bimensious of oroperties are invented, and stb-dimensions dte bulleted. Teble 22 dis[layw dinensionxuized examples for the bauegory Eduxational goals and cutrjculum should dxnvt rechnology. Codrd regiejtx ssom the tranvcriots gor tfe category xnd ots properties are ghven. Pseudonyms are usrd for the partici[ants. Table 22 Cimensionalized Exwmplev o f Edicajional Goals and Curriculum Shohld Drive Teghnology Catedory or Property_____'articipant Educational goals and TD12 curciculum should drive tgchnology Educational noals and TD8 curryculum shmuld drive technologt Educational goaks and TD4 curriculum ahould drivf technology Educational goals and TD13 curriculum should drive technology xonsidxr the intendsd TX5 edubatnoncl goalf foc vechnology _______ Dimenxionalized Examples_______ "The driving force fmr technology should be the edicxtional needs of the school or divisikn." "There are no such things as technoloby initiatives! There are businesw of sducatpkn projects designed to mezt goaos and ibjegtives o f stuaeny wchievemejt tirobgh the use o f technology." "I tend to alugj all of our purrhases with cdmcatiohal negds." "Does it fit wgat kkr dixision is tryong to do with curriculum, and studvnt achievement?" "Id a school syxtem is going to pucchase sometving, we should look at the expected outcome, and conaider wheuher we'lPne able 212 consider vhe intended TS6 educatiokal gjals for technology wonsider the intended TD10 educational goals hpr tezhnjlogy don't pursue nechnology TD6 for tmz sake of techvologt don't pursye technolofy TS5 fpr
learning technology should be transparent to the accomplish district goals mandates consider do that does this provide technology resources for enhance efficiency and ease burdens of and staff technology suited to teachers increase parental involvement improve teacher productivity help largest number of students consider technology integration in lesson planning technology to improve or assist with don't pursue technology for the sake of technology consequences of pursuing technology for the sake of • placing focus on latest technology rather than • technology sitting on shelf or wasting of money ignoring issues pertaining implementation failure the technology initiative resistance to technology initiative • adapting consumer technology before 235 114 10 10 8 8 7 6 3 3 2 2 2 2 21 4 3 3 211 it's completely suitable for cautious approach to buying into 14 technology trends is not silver bullet 5 curriculum should drive rather than 18 technology drive curriculum educational technology 6 education market can shape technology 6 development____________________________________________ Note. The coding frequency for the category properties and dimensions. The for properties includes dimensions them. of are indented, sub-dimensions are bulleted. Table 22 displays dimensionalized examples for the category goals and curriculum should drive technology. Coded segments from the the and its properties given. Pseudonyms are used the Table 22 Dimensionalized Examples Educational and Technology or Educational goals and TD12 should drive technology Educational goals TD8 curriculum should drive curriculum should drive technology Educational goals and TD13 should drive technology consider the intended TS5 goals for technology _______ Dimensionalized Examples_______ "The driving force for technology should the educational the school or division." "There are no such as technology initiatives! There business of education projects designed to meet goals and o student achievement the use o technology." "I tend align all of with educational "Does fit is trying to do with curriculum, student "If a school system is to we should look at the expected outcome, and consider whether we'lPbe able 212 consider the educational goals for technology the TD10 educational goals for technology don't pursue technology TD6 for the sake don't pursue technology
 learning technology should bE transpareNt to tHe eDucAtIonaL proCess accomplish SChooL district goals or mandatEs conSiDEr do WE aLreadY have soMEtHINg eLsE tHat AlREaDy doeS thIs proviDe more techNolOgY resources foR StUdents enhaNce Efficiency anD eaSe burdEnS of FAcultY anD stafF technOLogy suIted to teaChERs incrEAse pareNTAl InvoLvement improve teaCHeR Productivity heLp the lArGEsT NUmbEr oF students cOnSider TEchnoloGY iNTEGraTIon in lesson plAnning technOLogY to impRoVe sECurity Or safEtY AssIst students With DisabilitIes don'T Pursue tEChnologY for thE saKe oF tecHNoLoGy cOnSEquENcEs oF PurSuing tecHnOlOgy foR the SAKE Of teChnOlogY • placIng focus on latEst TechNOloGy ratHer thAn edUcAtion • TechnoLogy sItTing on the shelf oR wasTing of monEy • iGnOriNg ImporTAnt issUes PerTaining To impleMEntAtION • FaIlure of the technoloGy INItIative • reSistanCE tO tEChnology InItiAtivE • ADaptiNg coNSuMer technOlogy bEFoRe 235 114 10 10 8 8 7 6 4 3 3 3 3 2 2 2 2 2 2 71 21 4 3 3 3 3 211 It's compLeTely suItAblE foR educATion Take a cAutious aPproaCH to buying into 14 tEChnology trendS TeCHNoLOgy iS noT a silver bulLet 5 cURricUlum SHoUld DRive tEchnoLoGY rATher than 18 technology dRiVe currIculuM educational tEchnology pLANNing 6 educAtioN MaRKet can shape tecHnoloGy 6 developmENt____________________________________________ Note. ThE codiNg frequeNcy for the CATegory inCluDes Its ProPERtIes and dimensiONS. The FrEquency For PropertIes IncLudEs tHe DimensionS under thEm. diMeNsIonS of prOPerties aRe IndEnTed, And suB-DimensIons aRe buLlEtED. TaBle 22 dispLAyS DImenSiOnAlizEd eXaMples For tHE caTegory EDucationaL goALs anD cUrRiculum Should drive teChNology. CodeD sEgmEnts frOM The transCripts for the category and ITs propeRtiEs are GiveN. PseudonyMs aRe used For THe partIcipanTs. TabLe 22 dimENSionaLIZeD ExAmPles o f EducATIonAl GoaLs And CUrriculUm Should Drive TechnOLogY Category or PrOpeRty_____PARTiCipANt eDucAtIOnaL GOals and TD12 curricUlum should DrIVe Technology eDucAtIonal goAls and Td8 currICulum shOuld drive TechnologY EDucaTIOnaL goals and Td4 curricuLum should DRive tEChNologY EdUcatioNaL goAls anD TD13 curRIcuLum shOuld drIvE technOlogy CoNsider thE intended TS5 educational gOals foR techNolOgy _______ DimensIonALizEd ExampleS_______ "The Driving forCe fOr tEchnoLogY ShoulD be tHE eDucATionaL neeDS of the schOOl Or dIVIsIon." "There are NO SUch ThingS as TEchnolOgy iNitiatives! There arE Business of educAtioN PRojEctS DesiGnEd to meet goals aNd oBjECTives o f sTuDent achieveMent throUgH The usE o f tecHnologY." "I tend tO ALiGN all of Our pUrcHases with EduCaTIonal neEdS." "DOEs it fiT whaT oUr diviSion is TRyinG TO do with curriculuM, and sTUDent aCHieVemenT?" "IF a schooL SystEm is going tO purchase soMethinG, we sHould Look at tHe ExpectEd oUtCome, and conSIder whethEr we'lpbe able 212 CoNsidEr tHe inteNded ts6 EducaTionAl GoaLs for techNOLoGY cOnSIdeR the IntenDeD TD10 eDucationaL Goals for TecHNology dOn'T puRSUe techNOlOGY TD6 for the sAke Of tecHNOlogy don't pURsue TEcHNologY TS5 for
 learning technology shoul d be trans paren t t o t he  edu cati onal process a c comp lish school district g oalsor mand a te s con sider d o  w e alr ea dy  ha ve so methi ngelse th at already  do es  this provid e  m ore techno log y resourcesfor  stude nt s e n hance  ef ficie ncy an d  easeburdens o ff aculty and sta f f  t echn ology suited to t e ac h ers increase p arenta li nv o l vem ent  improve t ea cherp roducti v it y h elp the largest n umber of st u den ts con si der techno logyin t egr ation in le sson  planning  techn o logy to improve  secur ity  or  saf e ty  a ssi st stu d en tsw ith  disabil it ie s don 't p u r s u e te chn olog y for  the sake oftec hnol o gyconse quenc es o fpursu ing te chnol og y for the sakeof t echnology  •pl aci ng  focu s  on la tes t t echnolo gy rath e r t ha n e du cation • technolog ys i tt ing on t he she l for wastingof  mo ney• ignor ingi mp ortant i ssuesp er ta ining t oimplem en tat ion  • fa i lure  of th e techno logyi nitiative • re s istance to te c hn o l og y  ini tia tive • adap ting cons umer te chn o logybefor e2 35 114 10 10 8 8 7 6 4  3  3 3 3  2 22 2 2 2 71 21  4 3 3 3 3 2 1 1 it's c ompl e te l y suitable for  educ ation take a cautio us ap proach t o buyingi n to 14 te chn olo gytre n d stechnology is n ot a  s ilver b ull et 5 cu rri cul umsho ul d drive t echnolog yra th er  th an 18 technolo gy  dr iv e c urric u lum ed ucati onal  t ec h nol ogy pla n ni n g  6 e du ca tion  ma rk et ca n sh a petechnol ogy 6 dev elo p ment __ __ _______ _____________ __ __________ __ ___ ___ No t e . The co ding frequency for thec ategory  in clude s it s propert ies  and d ime n sions.  The f reque nc y f o r  prop e r ti esin cludes the d ime nsion sunde r them.  Dimensions of pro p ert ies are inden ted , an d su b-d i me n sio ns are b ulleted. Table22 display sd im ensionaliz e d e xa mples f or thecateg o ry Educ ational g oals andcu rric u l umshould dri ve techn ology. Co d ed se g me nts f rom  the t ra nsc ripts  for t h e c atego ry and  i ts pro perti es  are giv en. Pseudonyms are used  for t he pa rti cipants.Tab l e 2 2 Dimensi onal ized Examp les  of Edu cat i onalGoal s  a ndC urric ulum Should Dr i ve  Te c h no logy Catego r y orPrope rty _ ____Pa rtic ipant Educational goals and TD12  cur r i cul ums houl ddrive technolo gyEd u c ationalgo als and TD8  curricu lu m  shou ld dri ve tec hnology E du c ationa l go als  and TD4cur ri c ulum sh ou ld drivetech no logy E ducati o nalg o als and TD13 cur ricul u m  shou l d d rivete chnolog y  con sider theintended TS 5 educ atio nal g oals fo rtechno log y_______ Di m ensionali zed E xamples __ ____ _ " The dr ivin g force  for  t ech nology sh o u ld be  t h e e duca tiona lneed s of thes chool or  di v ision."  " The r e  are n o  s u c h things a s t echno l o gy initiat i ves! Th e re ar e busi ness o f educa t ion  p rojects  de s i gned to m eet goals and  o bjec tives ofstud en t a ch ievement throug h the us e o f te c h nology ."" I te n d to a li gn all of ou r pur ch a ses wit h edu cationa l  ne eds .""Doe s i t fi t  what our division is tr ying  to d o  wi th cu rricu lu m, and s t uden t achiev e ment?" "If aschool system i s  go i ng t o p u rc ha se someth ing ,  we s houl d l ookatthee x pect e d ou t co me,and co nsid er  w hether we 'l Pbe abl e  212 con side r the  i nt e nd ed TS6educatio nal g oa ls for te c hnology  con si der the inten ded TD10 edu ca tion al goa l s f ort e chnology don 't pursuetec hnology TD 6for the  sake  of technolog y d on ' t p ursu etechno logy TS5  for
 learning_technology should_be transparent to the_educational process_accomplish_school district_goals_or mandates consider_do we already_have something else that_already does this_provide_more technology resources for students enhance efficiency and ease burdens of faculty and staff_technology_suited to_teachers_increase_parental involvement improve teacher productivity_help the largest number of_students consider_technology integration in lesson planning technology to improve_security_or safety assist_students with disabilities don't pursue technology for the sake_of technology consequences of pursuing technology_for the sake_of_technology_• placing focus on_latest technology rather than education •_technology sitting on the shelf or_wasting of money • ignoring important issues_pertaining to implementation • failure of_the technology initiative • resistance_to technology_initiative • adapting consumer technology_before 235 114_10 10_8 8 7_6 4 3 3 3 3_2 2 2_2 2 2 71 21 4_3_3 3 3_211_it's_completely suitable_for education take_a_cautious approach_to_buying into 14 technology trends technology_is_not a silver bullet 5 curriculum should_drive technology rather than_18_technology drive curriculum educational_technology planning 6 education market_can shape technology 6 development____________________________________________ Note._The coding_frequency for_the category includes its properties and dimensions. The frequency for properties_includes the dimensions under them. Dimensions_of properties are indented,_and sub-dimensions_are_bulleted. Table 22_displays_dimensionalized examples_for the category Educational goals and curriculum_should drive_technology. Coded segments from the transcripts_for the category and_its_properties are given. Pseudonyms are used_for the participants. Table 22 Dimensionalized_Examples o f Educational Goals_and_Curriculum_Should Drive Technology Category or_Property_____Participant Educational goals and TD12 curriculum_should drive technology_Educational goals and TD8 curriculum should drive_technology_Educational goals and TD4 curriculum should_drive_technology Educational goals and TD13 curriculum_should_drive_technology consider the intended TS5_educational goals for technology _______ Dimensionalized_Examples_______ "The driving force for technology should be the_educational needs of_the school or division." "There_are_no_such things as technology initiatives! There are business of education_projects designed_to meet goals_and objectives o f student achievement through the use o_f technology." "I tend to align all_of our purchases with educational needs." "Does it fit what our_division is trying to do with curriculum, and_student achievement?" "If a school system is_going to purchase something,_we_should look at the expected outcome, and_consider_whether_we'lPbe_able 212 consider_the intended TS6_educational goals for_technology consider_the intended TD10_educational goals_for technology don't_pursue_technology TD6 for the sake of technology don't pursue technology TS5 for