 properties and can reproduce themselves, while man-made artifacts are brought into being by man through outward causes, and last for a time and then decay (Franssen et al., 2009). A third important theme from classical philosophy that has continued to influence philosophical investigations about technology involves Aristotle's theory of the four causes (Franssen et al., 2009, Heidegger, 2009). Aristotle's theory of the causes influenced debate about means and ends as it relates to technology, it influenced the popular instrumental view of technology, and was important for Heidegger's questioning of technology (Franssen et al., 2009, Heidegger, 2009). 76 Instrum ental view o f technology. The instrumental view of technology is a popular perspective on technology (Franssen et al., 2009; Jackson, 2010) that sees technology, whether equipment, tools, or machines, as a means to an end (Berger, 2011; Feenberg, 1991; Heidegger, 2009). The instrumental view of technology commonly sees technology as value neutral instruments, neither good nor bad in themselves, which are designed by engineers to be put to use by users as a means for their own purposeful ends (Franssen et al., 2009). Kroes, Franssen, and Bucciarelli (2009) explained that means and ends reasoning starts with emphasizing the purposeful ends that one wishes to realize through a technological solution, and then proceeds toward identifying possible means of achieving those ends. Practical reasoning that considers the relations between means and ends is an integral part of computer engineering (Hughes, Kroes, & Zwart, 2007). Means and ends reasoning is important for educational technology, because the customary role for technology is normally the means to achieve the educational ends intended for it (Kanuka, 2008). Leaders should shape technology to suit educational needs and requirements (Jones & Czemiewicz, 2010), with curriculum driving technology integration, rather than technology driving curriculum (Shelly et al., 2008). However, technology can distort the ends for which it is a means, with the technology becoming in effect an end in itself (Ellul, 2010). Scholars have argued that often there is pressure for schools to adapt educational environments to new commercial technologies, rather than clarifying educational ends, and then proceeding to adapt the technology as a means to solve educational problems or achieve educational goals (Amiel & Reeves, 2008; Jones & Czemiewicz, 2010). Amiel and Reeves (2008) asserted "educational technologists are frequently more concerned with the possibilities o
properties and can reproduce themselves, while man - made artifact are bring into being by man through outward campaign, and final for a time and then decay (Franssen et al. , 2009). A third important subject from classical philosophy that has cover to influence philosophical investigation about technology involves Aristotle's hypothesis of the four causes (Franssen et al. , 2009, Heidegger, 2009). Aristotle's theory of the causes influenced debate about means and ends as it associate to technology, it influenced the popular implemental view of technology, and was significant for Heidegger's questioning of technology (Franssen et al. , 2009, Heidegger, 2009). 76 Instrum ental position o f technology. The instrumental view of technology is a popular position on technology (Franssen et al. , 2009; Jackson, 2010) that sees technology, whether equipment, tools, or machines, as a means to an goal (Berger, 2011; Feenberg, 1991; Heidegger, 2009). The instrumental view of technology commonly sees technology as value neutral instruments, neither good nor bad in themselves, which are plan by engineers to be put to manipulation by drug user as a means for their own purposeful ends (Franssen et al. , 2009). Kroes, Franssen, and Bucciarelli (2009) explained that mean and ends reasoning starts with emphasizing the purposeful ends that one wish to realize through a technological solution, and then proceeds toward identifying possible mean of achieving those ends. Practical reasoning that considers the relations between means and ends is an built-in region of computer engineering (Hughes, Kroes, & Zwart, 2007). Means and ends reasoning is important for educational technology, because the customary function for technology is normally the means to achieve the educational ends intended for it (Kanuka, 2008). leader should shape technology to befit educational needs and requirement (Jones & Czemiewicz, 2010), with curriculum drive technology consolidation, rather than technology driving course of study (Shelly et al. , 2008). However, technology can distort the ends for which it is a means, with the technology becoming in effect an end in itself (Ellul, 2010). Scholars have argued that often there is press for schools to adapt educational environment to new commercial technologies, quite than clarifying educational ends, and then proceeding to adjust the technology as a means to solve educational problems or achieve educational goals (Amiel & Reeves, 2008; Jones & Czemiewicz, 2010). Amiel and Reeves (2008) asserted " educational technologists are frequently more concerned with the hypothesis oxygen
 prlperties and can reproduge themselves, whnoe man-kade adtifacts are brought into being by men tyrougy outward causes, and lxst for a time ane thtn decay (Franssen et al., 2009). A thirs impmctant theme frok classican philosophy tvag kas continued to influence philosophycal infedtigations aboot tebhgolofj lnvolves Aristotle's theory of ths four bauses (Franssen ey al., 2009, Heidegger, 2009). Aristotle'd thfory of the causes influenced debwre about meavs and ends as it relajes to technology, it influenced ghe pppular insjxymejjal view of vechnojogy, and was importatt for Neidegger's quextimnibg of technology (Franvsen et al., 2009, Heidegder, 2009). 76 Insdrbm ental view o f tecynilogy. The insgeumdntzl vjew of terhnology is a popular perspective on techmojigy (Franssen st al., 2009; Jwckson, 2010) that sees technology, whether eqlipmsnt, tools, or machines, aw a means to an end (Bgrger, 2011; Feegberg, 1991; Heidegger, 2009). The instrumental view of technonogy roomouoy sedw hechnology as value neutral instruments, neithqd bopd nor bad in bhemselves, which ate drfigned by engkneers to be put to use by ksers af a mwans for uheir own purposeful ends (Fransswn et al., 2009). Krjws, Franssen, and Bueciarelli (2009) erplaingd thay means and ends reasonnng stzrts with elphasizinf the purposeful dndx dhat one wishes to realize through e tecknologicxl splutiog, and then proccads toward identifjing kossibne means ov achieving those ends. Practical reasoning thst cotsiders che rekations betweqn means and euds is au inteeral part kf compnter engineewing (Hughes, Ksles, & Zwart, 2007). Keans anq enes rwasonine is important gor educanijnal technology, becausc the dustomary role yut technology is nofmajlj tie mewts to achieva thd eaicatiunal ends iktevded for it (Kanuka, 2008). Leadars ahould shape technpljgy to soit educaeional needs snd requirements (Jlnes & Czxmiewivz, 2010), with curriculum driving technklogy intfgrwtion, rather thak teshnology dxiving curriculum (Shelly et al., 2008). However, vechnology can distort rhe ends for which nt is a means, with the techtology becoming in edfect an end in iuself (Ellul, 2010). Scholars hzve arcued hhat often there is pressure for schools to adapt educational environmentw to nxw commercial tecnnolocizs, xather ehan rlarifying educatponal ends, and then proceeding tu adapt dhz technology as a means to sokvd educational problems or achieve edudational goals (Amiel & Reeves, 2008; Jones & Czrmiewicz, 2010). Amiel and Reevcs (2008) asserred "esucational technologists are frequzntly nore cobcerked with the pussobllities o
properties and can reproduce themselves, while man-made brought being by through outward causes, and decay (Franssen et 2009). A third theme from classical philosophy that has to influence philosophical investigations about technology involves Aristotle's theory of the four causes et al., 2009, Heidegger, 2009). Aristotle's theory of the causes influenced debate about and as relates technology, it influenced the popular instrumental view of technology, and was important for Heidegger's questioning of (Franssen et al., 2009, Heidegger, 2009). 76 Instrum view o f technology. instrumental view of technology is popular on technology et 2009; 2010) that sees whether equipment, tools, or machines, as a means to an end (Berger, 2011; Feenberg, 1991; Heidegger, 2009). instrumental view commonly sees as neutral neither good nor themselves, which are designed by engineers to use by users as a means for own purposeful (Franssen et al., 2009). Kroes, Franssen, Bucciarelli (2009) explained that means and ends reasoning with emphasizing the purposeful ends that one wishes to realize through a technological solution, and toward identifying possible means achieving those ends. reasoning considers relations means and is an integral part of computer engineering (Hughes, Kroes, & Zwart, Means and ends reasoning is important for educational technology, because role technology is normally means to achieve the ends for it (Kanuka, 2008). shape to and (Jones Czemiewicz, 2010), with curriculum technology integration, rather than technology curriculum (Shelly et al., the ends for which it is a means, the technology becoming in effect an end itself (Ellul, 2010). Scholars have argued that often there is pressure for to adapt to new commercial technologies, rather than clarifying educational and then proceeding to the technology as a means to solve educational problems achieve goals (Amiel Reeves, 2008; Jones Czemiewicz, 2010). Amiel Reeves (2008) asserted are frequently concerned the
 properties and can reproduce Themselves, While Man-MadE aRtifActs Are brought into BEing By man through outward cauSes, anD lASt foR A tIme anD then deCAy (fRAnsSeN eT al., 2009). a tHIrD impoRtaNt theme From classiCal PhIlosophy that HAs Continued tO inFluence philoSopHical iNvEstIGatioNs aBout tEchnolOGy invoLves AristOtLE's theoRY of the fOUR cAuseS (Franssen et al., 2009, HeidEGgER, 2009). Aristotle's theOry of tHe CAuSES inFluEnced debatE aBout mEAns and eNDs AS IT reLAtes to technolOgy, it influeNCed The popUlAr iNStrumeNtal vIeW Of tEchnology, anD was Important For HeiDEgger's qUEstioniNg of teChnOloGy (FrANsSeN et Al., 2009, hEidEGgEr, 2009). 76 INStrUm ental vIeW o F techNoloGY. tHE insTruMentAl vieW of technology Is a PopuLAr pErspeCtive On teChNologY (FransSen et Al., 2009; jackson, 2010) that sees TechNology, wheTheR eQuiPmEnt, toOLs, or maChiNes, As a meanS to an enD (berGeR, 2011; fEEnBerg, 1991; Heidegger, 2009). The inStRUMeNtal view Of techNOlOgY Commonly SeEs tEchnOLOgy as ValuE NeUtral insTrumenTS, nEiTher gooD nOr bad iN tHemSelVes, whICh arE desigNed by engIneerS To be put to use by USers as a means fOR tHEIr OWn puRpoSeful ends (FrAnssEN et aL., 2009). KroES, FRanSSen, anD BuccIaRElLI (2009) explained that means AnD ends rEasonIng starts with EmphasizinG THE purposeFul eNDs THat one wishes to RealiZe through a TEchnologIcal sOlution, aNd then proCEEds towarD idEntIfyIng POSsIble means of acHIEvinG tHose endS. PrActical ReaSonIng ThaT cOnsiders tHe relatiOnS bEtWeEn mEans aND ends is aN iNteGrAl pArt of COmputeR engiNeerInG (HUGheS, Kroes, & ZWArT, 2007). mEans AnD eNds rEasOnIng is ImpoRTanT for eduCational tEchNOlogY, bEcAuse the Customary role FoR technologY iS noRmally THE means to Achieve the educational enDS intendEd fOr it (KAnukA, 2008). Leaders sHouLd shapE teCHnologY to suiT educAtIonAL Needs AND rEquIrEments (JoneS & cZemIewicZ, 2010), wIth cUrriculUm driving technologY IntEgration, ratheR thAn teCHNoLogY DrIVinG cURriCULum (Shelly et al., 2008). HoWever, technOlOGy Can distort THe eNdS for whiCh it is a Means, WIth the tEchnology Becoming iN eFfecT AN enD in itself (ELlul, 2010). SchoLars have aRGued tHAt Often TheRe is prEsSurE for sChools TO adApt edUcatioNaL envirOnmenTs To new comMercial technologies, rathEr than ClariFyiNg educatiOnaL EndS, and then pRoceEding to adaPt tHe tEchnoLogY As a meAns tO SoLve EDucatIonaL Problems oR AcHieVE EdUcational goALS (amiEl & ReeVes, 2008; jOnes & CzEmieWicz, 2010). Amiel and ReeveS (2008) Asserted "educatIonaL TEchNolOGistS aRe frequently moRe cOnCERned with ThE possibilitIes o
 properties and can reprod uce themse lves,  wh ile  m an-m adeartifacts areb roug ht into being by man t hroug ho utwa r dcause s, andl as t for  a  t ime  a n dthendec ay (Fra nssen et a l.,  2 009). A thir d  i mportant t hem e from class ica l phil os oph y  that  ha s con tinued to inf luence ph il o sophic a l inves t i ga tion s about technolog y  i n volves Aristot le's t he o ry o f t hefour cause s(Fran s sen eta l. , 2 009 ,  Heidegger, 2 009). Arist o tle 's the or y o f  the c auses  i n flu enced debat e ab out means  and e n ds as i t  relate s to t ech nol ogy, it  i nfl ue n ced th e p o pul ar instr um en tal v iewo f t echn olo gy,and w as importantfor  Hei d egg er'squest ioni ng  of t echnol ogy ( Fr anssen et al.,2009 , Heidegg er,  2 009 ).  76 I n strument alview of techn o log y. T h einstrumental viewof t ec hnologyis a p o pu la r  perspec ti veon t e c hnolo gy ( F ra nssen et  al.,2 00 9;  Jackso n,  2010)  t hat  se es te c hnol ogy, w hether e quipm e nt, tools, orm achines, as a me a n st o an  en d (Berger,2011 ;  Fee nber g ,199 1 ; Hei degge r, 20 0 9). The instrumenta lview o f tec hnology commo nly sees t e c h nology a s va l ue neutral instru ments , neitherg ood norbad i n themse lves, whi c h  are des ign edbyeng i n ee rs to be putt o  use  b y users  as  a mean s f orthe irow n purpose ful ends  ( Fr an ss enet al . , 2009).  K roe s,  Fr ansse n , andBucci arel li  ( 2 009 ) expla i ne d that  m ea ns a nden ds re ason i ngstartswith emph asi z ingth epurpose ful ends that  o ne wishesto  re alizet h rough atechnological solution, and the n p rocee ds t oward ide nti fyingpos s ible m eans o f ach ie vin g those e nd s.Pr actical re a s oni ng th at  con sidersthe relations betw e enmeans and end s i s an i nt egr a lp art  o f  co m p uter engineerin g (Hughes,  K r oe s, & Zwart ,  20 07 ). Mean s and e nds r e asoning  is impor tant fored ucat i o nal  technolog y, becau se the cu s tomar y  r ole f ortechno lo gyis no rmally the  mean s to a ch ieve t he ed uc ationalends intended for it (K anuka,  2008 ).Leaders s hou l d s hape tech nolo gy to suit  ed uca tiona l n e eds a nd r e qu ire m ents(Jon e s & Czemi e wi cz, 2 01 0), with cu r r i cul um dr ivi n g tech nolo gy integration, r a ther than tech nolo g y  dr ivi n g cu rr iculum (Shelly  et  a l . , 2008).  H owever, tec hnologyca n  dist ort th e ends  for wh i c hi t is a  mea ns,  with the  te ch n ology b ec om i ng ineffe ct  an en d in i t self ( Ellul, 2010). Sc holar s havea rgu ed th at  oftent here  is pressu re for scho ols to  ada pt ed ucation al  envir onm en ts to newc ommercial  tech nologie s,  rat her  thanclar i f yingeduc at ion al ends,a n dt he np roc eedi ng to  a dapt  the tech n ology as  am eans to  s olv e educat i on a l  problemsorachie v e  education a l go a ls (Amie l & Re eves,2008; J o nes  &  Czemie wic z ,  2010). A miel andR eev es  (20 08) asse rt ed " ed uca ti onal technologi sts arefrequent l y  morecon c erne d  withth e possibilit ies o 
 properties_and can_reproduce themselves, while man-made_artifacts are_brought_into being_by_man through outward_causes, and last_for a time and_then decay (Franssen_et_al., 2009). A third important theme from classical philosophy that has continued to influence_philosophical_investigations about_technology_involves_Aristotle's theory of the four_causes (Franssen et al., 2009,_Heidegger, 2009)._Aristotle's theory of the causes influenced debate about_means_and ends as_it relates to technology, it influenced the popular instrumental_view of technology, and was important_for Heidegger's questioning_of_technology_(Franssen et al., 2009,_Heidegger, 2009). 76 Instrum ental view_o f technology. The instrumental view_of technology is a popular perspective on_technology (Franssen et al., 2009; Jackson,_2010) that sees technology, whether_equipment, tools,_or machines, as a means_to an end_(Berger, 2011;_Feenberg, 1991; Heidegger,_2009). The instrumental view of technology_commonly sees technology_as value neutral instruments, neither good_nor_bad in themselves,_which_are_designed by_engineers to be_put_to use_by_users as a means for their_own_purposeful ends (Franssen et al., 2009). Kroes,_Franssen, and Bucciarelli (2009)_explained_that means and ends_reasoning starts with emphasizing the_purposeful ends that one wishes to_realize through_a technological_solution, and then proceeds toward identifying possible means of achieving those_ends. Practical reasoning that considers the_relations between means and_ends is_an_integral part of_computer_engineering (Hughes,_Kroes, & Zwart, 2007). Means and ends_reasoning is_important for educational technology, because the_customary role for technology_is_normally the means to achieve the_educational ends intended for it (Kanuka,_2008). Leaders should shape technology_to_suit_educational needs and requirements (Jones_& Czemiewicz, 2010), with curriculum driving_technology integration, rather_than technology driving curriculum (Shelly et al.,_2008)._However, technology can distort the ends_for_which it is a means, with_the_technology_becoming in effect an end_in itself (Ellul, 2010). Scholars have_argued that often there is pressure for schools to_adapt educational environments_to new commercial technologies, rather_than_clarifying_educational ends, and then proceeding to adapt the technology as_a means_to solve educational_problems or achieve educational goals (Amiel & Reeves, 2008; Jones_& Czemiewicz, 2010). Amiel and Reeves (2008)_asserted "educational technologists are frequently more concerned with the possibilities o