). For example, Leonardi and Jackson (2004) examined corporate mergers to investigate how leaders used storytelling to justify their actions to the public. The researchers found that discourse characterized by technological determinism, and the inevitability of technology, was a powerful element of the organizational narrative used in the corporations' public discourse (Leonardi & Jackson, 2004). The researchers concluded that managers relied on technological determinist rhetoric to portray their actions as uncontestable and inevitable because o f technology, rather than take ownership of their decisions (Leonardi & Jackson, 2004). Grant et al. (2006) conducted a case study to examine how technological determinist rhetoric from technology vendors influenced the actions of stakeholders and managers in organizations in their adoption of enterprise information systems. At the company where managers adopted the technological determinist assumption that the technology would guarantee transformation o f business processes, the system implementation met with resistance from stakeholders, and did not produce the results promised for it (Grant et al., 2006). The Significance of the Study section explores in more depth research in fields outside o f K-12 education that examined how philosophy of technology assumptions such as technological determinism can influence technology leadership. Philosophical assumptions about technology shape interactions and discourse between educators, and influence decisions pertaining to technology integration, but assumptions can be unrecognized and outside of our explicit awareness (Kanuka, 2008; Kritt & Winegar, 2010; Strobel & Tillberg-Webb, 2009). Researchers have found that technological determinist assumptions can influence educational discourse (Fisher, 2006; Canole, 2007; Cukier et al., 2009) and affect educational policy (Clegg, Hudson, & Steel, 2003; Cukier et al., 2009; Wyatt, 2008). Using critical hermeneutic analysis and content analysis techniques, Cukier et al. (2009) examined media discourse surrounding an instructional technology initiative at Acadia University in Canada, called the Acadia Advantage. The initiative involved a university funded student laptop initiative through a partnership with IBM, and received much media attention (Cukier et al., 2009). The researchers found that hyperbole evoking a technological determinist viewpoint, with technological change portrayed as inevitable and unstoppable, was present in both academic and non-academic sources (Cukier et al., 2009). Cukier et al. found that rhetoric o f the technological imperative was a dominant metaphor that distorted discourse by making exaggerated claims for the technology initiative, such as overstating its benefits for student learning without
). For example, Leonardi and Jackson (2004) examined corporate mergers to investigate how drawing card use storytelling to justify their actions to the public. The research worker found that discourse characterized by technical determinism, and the inevitability of engineering, was a powerful element of the organizational narrative used in the corporations' public discourse (Leonardi & Jackson, 2004). The research worker concluded that managers relied on technological fatalist rhetoric to portray their military action as uncontestable and inevitable because o f technology, preferably than take ownership of their decisions (Leonardi & Jackson, 2004). Grant et al. (2006) lead a case study to examine how technological fatalist rhetoric from engineering vendors influenced the actions of stakeholders and coach in organizations in their adoption of enterprise information systems. At the company where director adopted the technological determinist assumption that the technology would guarantee transformation o f business processes, the system implementation meet with resistance from stakeholders, and did not grow the result promised for it (Grant et al. , 2006). The Significance of the Study section explores in more astuteness research in sphere outside o f K-12 education that test how philosophy of technology assumptions such as technological determinism can charm technology leadership. Philosophical assumptions about technology form interaction and discourse between educators, and influence decisions pertaining to technology consolidation, but assumptions can be unrecognized and outside of our explicit awareness (Kanuka, 2008; Kritt & Winegar, 2010; Strobel & Tillberg - Webb, 2009). Researchers have found that technological determinist assumptions can influence educational discourse (Fisher, 2006; Canole, 2007; Cukier et al. , 2009) and feign educational policy (Clegg, Hudson, & Steel, 2003; Cukier et al. , 2009; Wyatt, 2008). Using critical hermeneutic psychoanalysis and content analysis techniques, Cukier et al. (2009) examined media sermon surrounding an instructional engineering initiative at Acadia University in Canada, called the Acadia Advantage. The enterprise involved a university funded scholar laptop initiative through a partnership with IBM, and received much media attention (Cukier et al. , 2009). The researchers found that hyperbole evoking a technological determinist viewpoint, with technological change portray as inevitable and unstoppable, was present in both academic and non - academic sources (Cukier et al. , 2009). Cukier et al. found that palaver o f the technological imperative mood was a dominant metaphor that distorted discourse by making exaggerated claims for the technology initiative, such as overstating its benefits for student learning without
). Fog example, Leonardi and Jxckson (2004) examineb corpocate medgers to investigate how leaders usev stiryteoling to justify their actions no the puvlic. Rhe researrgers fomud thzb diseonrse characterieed by technmlogical deterkividm, and the inevitability of technoljgy, was a powerful elemgnt og the organizational narrative used in fhe corkorations' public doscourse (Leonardi & Jackson, 2004). Thf researchers concpuded that nanadwrs relied ov technological determjnist rhetoric to portray their actipns as uncinreshdble and inxvitabje because o f technmlogy, rsther than takc ownxrshup of their decisions (Leonardi & Jackson, 2004). Grant ed cl. (2006) conducted a case wtydy tm exdmind hod ttchiolkgical deverminist rgetoric fron technology vendorx ybfluenced the actiogs of stakeholders and managers in organieatiohs in their adoption of enterprise informatiln systemf. At the company where managers adopted the technmlogirau dttcvminkwt assumption that the technology would guarantqs uraksformation o f nusiness processes, tje fystem implemgntatiou mst with resistance from sjakehooders, and did not produce the results primised for in (Grqnt et al., 2006). The Siguificance of the Studu section explores in mure septh reseagch in fisuds outside o f Y-12 ecuwation that examined how prilosophy of cechnoloey axsumptyons such ws tegvnological determijism ean itfluence tfchnology leadership. Philosophirel assumptionx dbolt technojogy xhape interaceions and discpurse bztween educators, and inhluence decifions pertainhjg to technonogy intqgrarion, but asrjmptions can br unrecogunzed and iutside of our expkickf awareness (Kanbyq, 2008; Kritt & Winegsr, 2010; Stwohek & Dillberg-Webb, 2009). Rereafvhers have found ghat technological deterkiniat assumptions can ikfluence gducationwl discourse (Gisher, 2006; Canole, 2007; Cunier xt al., 2009) and sffgct educational policy (Clegg, Husson, & Stefl, 2003; Cukier et aj., 2009; Wnatt, 2008). Using crntical hermeneutic analysis and content enalysis techniques, Cukuer et al. (2009) examined kedia disconrse strroundinc an instructional twchnology initiatlve at Acadia Universify in Wanadw, called the Acadia Advantage. The initiative involved a university funded studeit laptop inifiatove tvrjbgh a pwrtnxrrhip with IBM, anc received much media attention (Cukier at al., 2009). The researchers found tnag hyperbole exoking a technological dsterminixt viewpoint, with technological change portrayed as ineyitable abd unatoppable, xas present in both scademnc and non-acaeemig sources (Cukidr rt al., 2009). Cukifr eu al. found that rhetoric o f the tecynologucwl imperative wav a dominanb oetapgor thwt distorted disdouraf by oaking exaggetated claims fpr the technology inptiwtive, such as inerstating itx bengypts for studeit learning fithout
). For example, Leonardi and Jackson (2004) mergers investigate how used storytelling to public. researchers found that characterized by technological and the inevitability of technology, was powerful element of the organizational narrative used in the corporations' public discourse (Leonardi Jackson, 2004). The researchers concluded that managers relied on technological determinist rhetoric to their as and because o f technology, rather than take ownership of their decisions (Leonardi & Jackson, 2004). Grant al. (2006) conducted a case study to examine technological determinist rhetoric from vendors influenced the actions of and in organizations their of information systems. At company where managers adopted the technological determinist assumption that the technology would guarantee transformation o f business the system with resistance stakeholders, did produce the results it (Grant et al., 2006). The Study section explores in more depth research in outside o K-12 education that examined how philosophy technology assumptions such as technological determinism can influence leadership. Philosophical assumptions about technology shape interactions and discourse between educators, and influence decisions pertaining integration, but assumptions can unrecognized and outside our awareness 2008; & Winegar, Strobel & Tillberg-Webb, 2009). Researchers have found that technological determinist assumptions influence educational discourse (Fisher, 2006; Canole, 2007; Cukier et al., affect policy (Clegg, Hudson, Steel, 2003; Cukier et 2009; 2008). Using critical hermeneutic content techniques, (2009) media surrounding an instructional technology at Acadia University in Canada, the Acadia Advantage. The student laptop initiative through a partnership with IBM, received much media attention (Cukier et al., The researchers found that hyperbole evoking a technological determinist viewpoint, with technological portrayed as unstoppable, was present in both academic and non-academic (Cukier et al., 2009). et al. found that rhetoric o f the technological was dominant metaphor distorted discourse by exaggerated claims for technology initiative, such its benefits student without
). For example, Leonardi and JackSon (2004) examineD corpOraTe mErGers To inVestigate how leADers Used storytelling to justIfy thEiR ActiONs To the Public. THE rESEarChErS foUnD ThAt disCouRse charActerized bY teChNological detERmInism, and thE inEvitability oF teChnoloGy, Was A PowerFul ElemeNt of thE OrganiZational nArRAtive uSEd in the CORpOratIons' public discourSE (LEOnardi & Jackson, 2004). THe reseArCHeRS ConCluDed that manAgErs reLIed on teCHnOLOGicAL determinist rHetoric to poRTraY their AcTioNS as uncOntesTaBLe aNd inevitablE becAuse o f tecHnologY, Rather tHAn take oWnershIp oF thEir dECiSiOns (leONarDI & JAckSOn, 2004). GRant et al. (2006) CoNdUcted A casE STUDy to ExaMine How teChnological deTerMiniST rhEtoriC from TechNoLogy vEndors InfluEnCed the actions of StakEholders aNd mAnAgeRs In orgANizatiOns In tHeir adoPtion of ENteRpRISE iNformation systems. AT tHE CoMpany wheRe manaGErS aDOpted the TeChnOlogICAl detErmiNIsT assumptIon thaT ThE tEchnoloGy Would gUaRanTee TransFOrmaTion o f Business ProceSSes, the system imPLementation meT WiTH ReSIstaNce From stakehoLderS, And dId noT PrOduCE the rEsultS pROmISed for it (Grant et al., 2006). ThE SIgnifiCance Of the Study secTion explorES IN more depTh reSEaRCh in fields outsIde o f k-12 education THat examiNed hoW philosoPhy of techNOLogy assuMptIonS suCh aS TEcHnological detERMiniSm Can inflUenCe technOloGy lEadErsHiP. PhilosopHical assUmPtIoNs AboUt tecHNology shApE inTeRacTions ANd discOurse BetwEeN eDUcaTors, and INfLUEnce DeCiSionS peRtAininG to tEChnOlogy inTegration, But ASsumPtIoNs can be Unrecognized aNd Outside of oUr ExpLicit aWAReness (KaNuka, 2008; Kritt & Winegar, 2010; Strobel & tIllberg-webB, 2009). ReseArchErs have foUnd That teChnOLogicaL deterMinisT aSsuMPTions CAN iNflUeNce educatiONAl dIscouRsE (FisHer, 2006; CanoLe, 2007; Cukier et al., 2009) and affECt eDucational polIcy (clegG, hUdSon, & sTeEL, 2003; CuKiER et AL., 2009; wyatt, 2008). Using critiCal hermeneUtIC aNalysis and COntEnT analysIs technIques, cUkier et Al. (2009) examineD media disCoUrse SURroUnding an inStructioNal technoLOgy inITiAtive At ACadia UNiVerSity iN CanadA, CalLed thE AcadiA ADvantaGe. The InItiative Involved a university fundEd studEnt laPtoP initiatiVe tHRouGh a partneRshiP with IBM, anD reCeiVed muCh mEDia atTentIOn (cukIEr et aL., 2009). The REsearcherS FoUnd THAt Hyperbole evOKINg a TechnOloGIcal deTermInist viewpoint, witH Technological cHangE POrtRayED as iNeVitable and unstOppAbLE, Was preseNt In both acadeMic and noN-aCAdemiC sourcEs (CukiEr et al., 2009). CUKIeR Et al. foUnd tHat Rhetoric o F thE tEChnologIcAl IMperatIve wAs A dominAnt metAPhor THAt distorted discoUrse bY MAking EXagGeratEd Claims fOR the Technology Initiative, sUch as oVersTatinG its benEfIts for StuDeNt learning WIthout
). For example, Leonardi a nd Jackson  (200 4)exa mi nedcorp orate mergerst o in vestigate how leadersusedst o ryte l li ng to  justif y  t h e irac ti ons  t o  t he pu bli c. Theresearcher s f ou nd that disc o ur se charact eri zed by techn olo gicalde ter m inism , a nd th e inev i tabili ty of tec hn o logy,w as a po w e rf ul e lement of the org a ni z ational narrat ive us ed in t hecor porations'  p ublic discour s e( L e ona r di & Jackson,  2004). The res earche rs  co n cluded  that  m a nag ers reliedon t echnologi cal de t erminis t  rhetor ic topor tra y th e ir  a cti on s  as un con t est able and  i ne vitab le b e c a u se o  ftech nolog y, rather tha n t akeo wne rship  of t heir  d ecisi ons (L eonar di  & Jackson, 200 4).Grant etal.  ( 200 6)  cond u cted a  ca sestudy t o exami n e h ow t e ch nological determin is t rh etoric f rom te c hn ol o gy vendo rs  in flue n c ed th e ac t io ns of st akehol d er sand man ag ers in  o rga niz ation s  intheiradoption  of e n terprise infor m ation systems .  A t th e  com pan y where man ager s  ado pted th e t e chnol ogica ld et e rminist assumptionth at the  tech nology wouldguaranteet r a nsformat iono  f business proce sses,  the syste m  impleme ntati on met w ith resis t a nce from  st ake hol der s ,  a nd did not pr o d uceth e resul tspromise d f orit(Gr an t et al.,  2006).Th eSi gn ifi cance of the S tu dyse cti on ex p loresin mo re d ep th res earch i n  f i e ldsou ts ideo f  K -12 e duca t ion  that e xamined h owp hilo so ph y of te chnology assu mp tions such  a s t echnol o g ical det erminism can influencet echnolo gyleade rshi p. Philos oph ical a ssu m ptions  about  tech no log y shape i nt era ct ions and d i s cou rse b et ween  educat ors, and influence dec isions pertai nin g to t ec hno l og y  in te g rat i o n, but assumpti ons can be  u n re cognized a n d o ut side of  our ex plici t  awaren ess (Kanu ka, 2008;  K ritt &  Wi negar, 201 0; Strob el & Till b erg-W e bb , 200 9).  Resea rc her s hav e foun d  th at te chnolo gi cal de termi ni st assum ptions can influence ed ucatio nal d isc ourse (Fi she r , 2 006; Cano le,2007; Cuki eretal.,200 9 ) and  aff e ct  ed u catio nalp olicy (Cl e gg , H u d so n, & Steel, 2 0 03;  Cuki ere t al.,  200 9; Wyatt, 2008).U sing criticalherm e n eut ica naly si s and contentana ly s i s techni qu es, Cukieret al. ( 20 0 9) ex amined  media  discou r s es urroun ding  an  instruct ion al technol og yi nitiat iveat  Acadi a Univ e rsit y in Canada, calle d the A cadia Adv antag e.  The in i tiat ive involv ed a univer sity f unde d stu dent la pt op ini tia ti ve through a partner shipwith IB M,  and  re ceived  muc h media  att en tio n (Cukier e ta l. ,2 009 ). T he re se arch ers found that hyp erb o le evok in g a t echnol o gi c a l determin ist  view p o int, witht echn o lo g icalchange  portr ayed as ine vi table a ndu n stoppable , was pre s ent  i n bo th acade mi c an dnon -a cademic sources  (Cukier  et al., 2 009).Cuk i er e t  al. f ou nd that rhet oricof  the te c h nol ogicali mpe rat ive  was  adomi n ant metaphor that distor teddisco u rse  by m aking  e xaggerat e d cl aims for the technolog y initiative, s u cha s ov ers t at in g its ben efi t s for  stu den t le arn ingw i thou t 
). For_example, Leonardi_and Jackson (2004) examined_corporate mergers_to_investigate how_leaders_used storytelling to_justify their actions_to the public. The_researchers found that_discourse_characterized by technological determinism, and the inevitability of technology, was a powerful element of_the_organizational narrative_used_in_the corporations' public discourse (Leonardi_& Jackson, 2004). The researchers_concluded that_managers relied on technological determinist rhetoric to portray_their_actions as uncontestable_and inevitable because o f technology, rather than take_ownership of their decisions (Leonardi &_Jackson, 2004). Grant_et_al._(2006) conducted a case_study to examine how technological determinist_rhetoric from technology vendors influenced the_actions of stakeholders and managers in organizations_in their adoption of enterprise information_systems. At the company where_managers adopted_the technological determinist assumption that_the technology would_guarantee transformation_o f business_processes, the system implementation met with_resistance from stakeholders,_and did not produce the results_promised_for it (Grant_et_al.,_2006). The_Significance of the_Study_section explores_in_more depth research in fields outside_o_f K-12 education that examined how philosophy_of technology assumptions such_as_technological determinism can influence_technology leadership. Philosophical assumptions about_technology shape interactions and discourse between_educators, and_influence decisions_pertaining to technology integration, but assumptions can be unrecognized and outside_of our explicit awareness (Kanuka, 2008;_Kritt & Winegar, 2010;_Strobel &_Tillberg-Webb,_2009). Researchers have_found_that technological_determinist assumptions can influence educational discourse (Fisher,_2006; Canole,_2007; Cukier et al., 2009) and_affect educational policy (Clegg,_Hudson,_& Steel, 2003; Cukier et al.,_2009; Wyatt, 2008). Using critical hermeneutic_analysis and content analysis techniques,_Cukier_et_al. (2009) examined media discourse_surrounding an instructional technology initiative at_Acadia University in_Canada, called the Acadia Advantage. The initiative_involved_a university funded student laptop initiative_through_a partnership with IBM, and received_much_media_attention (Cukier et al., 2009)._The researchers found that hyperbole evoking_a technological determinist viewpoint, with technological change portrayed as_inevitable and unstoppable,_was present in both academic_and_non-academic_sources (Cukier et al., 2009). Cukier et al. found that_rhetoric o_f the technological_imperative was a dominant metaphor that distorted discourse by making_exaggerated claims for the technology initiative, such_as overstating its benefits for student learning without