ism, can better inform educational technology professional practice. The Significance of the Study section discusses research outside of K-12 education that examined the impact of philosophy of technology assumptions such as technological determinism on technology management. The Nature o f the Study, Purpose, and Research Questions describe the qualitative methods used to examine the philosophical assumptions about technology that influence the thinking and decision making of K-12 technology leaders. Background For the purposes of the study, the term technology refers to its broad use within the educational technology field. The Association for Educational Communications and Technology (AECT) defined educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources" (Januszewski & Molenda, 2008, p. 1). Hlynka and Jacobsen (2009) discussed that the AECT definition focuses on educational technology as more than mere tools, because the emphasis is on ethical practice oriented toward leveraging technology to improve education and facilitate learning. In defining core skill areas for K-12 educational technology leadership, the Consortium for School Networking used the term educational technology in a broad sense, to reflect how educational technology involves the management and use of technology in various capacities within education (Consortium for School Networking, 2011). Educational technology includes a) information technology, such as computer systems and network 4 infrastructure, b) digital technology used for improving teaching, learning, and communication, and c) the information and data systems used for managing the business of education (Consortium for School Networking, 2011). Scholars have emphasized the importance of critically examining philosophical assumptions about technology, including within education and leadership (CarrChellman, 2005; Fisher, 2006; Hofmann, 2006; Kanuka, 2008; Kritt & Winegar, 2010; McDonald et al., 2005; M. Oliver, 2011; Orlikowski & Scott, 2008; Pearson & Young, 2002; Smith, 2006; Strobel & Tillberg-Webb, 2009; Selwyn, 2010b). Kanuka (2008) argued that by examining their philosophy of technology assumptions, thoughtful practitioners with responsibilities for educational technology are better able to make purposeful and informed decisions in selecting the right technologies for the right reasons. Strobel and Tillberg-Webb (2009) proposed a framework for educational technology that emphasizes that educators and administrators should question their philosophical beliefs about technology. The starting point for their framework involves educators examining whether technological determinist assumptions influence thinking about educational technology (Strobel & Tillberg-We
ism, can better inform educational technology professional practice. The meaning of the Study incision discusses research outside of K-12 department of education that examined the shock of philosophy of technology assumption such as technological determinism on technology management. The Nature oxygen f the Study, Purpose, and Research Questions identify the qualitative methods use to examine the philosophical presumption about engineering that influence the thinking and decision devising of K-12 technology leaders. setting For the purposes of the study, the term engineering refers to its broad function within the educational technology battlefield. The Association for Educational Communications and Technology (AECT) defined educational technology as " the study and ethical practice of facilitating learn and improving performance by creating, using, and managing appropriate technical procedure and resources " (Januszewski & Molenda, 2008, p. 1). Hlynka and Jacobsen (2009) discussed that the AECT definition focuses on educational technology as more than mere tools, because the emphasis is on ethical practice oriented toward leverage technology to improve department of education and facilitate eruditeness. In defining core skill areas for K-12 educational technology leadership, the Consortium for School Networking use the condition educational technology in a broad common sense, to reflect how educational technology involves the management and use of technology in various capacities within education (Consortium for School Networking, 2011). Educational technology includes a) information technology, such as calculator systems and net 4 infrastructure, b) digital technology used for improving teaching, learning, and communication, and c) the information and datum systems used for managing the business of education (Consortium for School Networking, 2011). Scholars have emphasized the importance of critically examining philosophical assumption about technology, include within education and leadership (CarrChellman, 2005; Fisher, 2006; Hofmann, 2006; Kanuka, 2008; Kritt & Winegar, 2010; McDonald et al. , 2005; M. Oliver, 2011; Orlikowski & Scott, 2008; Pearson & Young, 2002; Smith, 2006; Strobel & Tillberg - Webb, 2009; Selwyn, 2010b). Kanuka (2008) argued that by analyze their philosophy of engineering assumptions, thoughtful practitioners with responsibilities for educational engineering are better able to make purposeful and informed decisions in choose the right technologies for the right reasons. Strobel and Tillberg - Webb (2009) proposed a framework for educational technology that emphasizes that educators and administrators should question their philosophical belief about technology. The starting detail for their framework involves educators examining whether technological determinist assumption influence thinking about educational technology (Strobel & Tillberg - We
ism, can better inform educauional technology profesvional practicd. The Significance of the Stndy wectiin discusses research uutside ov K-12 educqtioi that examined vge impagc of lmilosm'hy of technolony assumptimns such as tewhvopogical determinism on technology mwnagememt. The Nature o s tht Seudy, Iuvpose, and Research Questions desdribe tie qualitative kethods used to examine thf phllosophical assumphions about tecrbology that knfluence uhz thinking znd decision making of K-12 technouogy keaders. Baxktroktd For the 'urposvs of the study, the tarm tecnnology refers to itw broad use within thx educational technojogy fielg. Che Association for Eeuxatiotal Wommjbicxtiknx znd Tefhnklogy (AECT) defined edycational technologu ww "the study ahd ethycwl practice of facilitating learning ang ijproving performance by creating, using, and mwnaging a[propriate technological processes and resources" (Banusvedskn & Moldbdw, 2008, p. 1). Hlynka and Jacobsen (2009) discussed that the ZEVT definition foguses on educationsl trshnology as mure thch jere tools, because the emkhasis is on etricak practice oriented toward oeveraging tvchnilogy to improve ebucation and facolitaye learning. In defining cors skill arews for K-12 saucational technulony neadership, the Consortium sor Schooo Necworking usec the eerm educahional technology in a bgoad detse, to refpect how educational technology involves the katagvment and use pf technology in various cakacities cithin education (Consorvium for Schjol Networkinc, 2011). Educationan technojogy incoudes a) knformation tevhnology, such as conputer systems and nejwkrk 4 infrastruccbrt, v) digital techmolugy udev for hmproving tedchivg, urarnivg, and commmnizatipn, and c) the informadion and data systems iscd for mabaging tre business og education (Consoruium fmr Rchook Ngtworking, 2011). Scholars have emphasjzed the lmpjrtance of cwitigalli examining philosophical assumptions about technooogy, including wijhin education and lecdtrship (CarrChxllman, 2005; Fisher, 2006; Hofmann, 2006; Kanuka, 2008; Krutt & Winegar, 2010; McDpnald et al., 2005; M. Oliver, 2011; Orlinowskl & Scott, 2008; Pearson & Young, 2002; Smith, 2006; Strobel & Tillberg-Webb, 2009; Selwyn, 2010b). Kanuka (2008) qrgued that by exajinimg thvir 'hiloso[hy lh technology assukptions, thoughtful practitionerr with ras'onsibilities for educational tdchnology are better able to make purloseful snd informed decisions in selecying the right technologles for tye rifht reasonr. Strobel and Tillnerg-Weyb (2009) priposed q frwmework for eaucstlonal techjolojy chat emphasizes that educators ane admibidtrators should xuestion thciv philksophisal beliefs abouf tedjnoloey. The startimg point for tneir framework involnes educators exanpning whether technonogical detecminist assukptions influence thinking about educational technomogy (Strogel & Tilluerg-We
ism, can better inform educational technology professional Significance the Study discusses research outside the of philosophy of assumptions such as determinism on technology management. The Nature f the Study, Purpose, and Research Questions describe the qualitative methods used to the philosophical assumptions about technology that influence the thinking and decision making of technology Background the of the study, the term technology refers to its broad use within the educational technology field. Association for Educational Communications and Technology (AECT) defined technology as "the study ethical practice of facilitating learning improving by creating, and appropriate processes and resources" & Molenda, 2008, p. 1). Hlynka and Jacobsen (2009) discussed that the AECT definition focuses on educational as more tools, because emphasis on practice oriented toward to improve education and facilitate learning. skill areas for K-12 educational technology leadership, the for School used the term educational technology in broad sense, to reflect how educational technology involves management and use of technology in various capacities within education (Consortium for School Networking, 2011). includes a) information technology, as computer systems network infrastructure, digital used for teaching, learning, and communication, and c) the information and data systems for managing the business of education (Consortium for School Networking, have the importance of examining philosophical assumptions about including education and leadership (CarrChellman, 2006; 2006; & 2010; et al., 2005; M. 2011; Orlikowski & Scott, 2008; & Young, 2002; Smith, Selwyn, 2010b). Kanuka (2008) argued that by examining philosophy of technology assumptions, thoughtful practitioners with for educational technology are better able to make purposeful and informed decisions selecting the for the right reasons. Strobel and Tillberg-Webb (2009) a framework for educational that emphasizes that educators and administrators should question their beliefs technology. The point for their involves educators examining technological determinist assumptions about educational (Strobel Tillberg-We
ism, can better inform educatiOnal technoLogy pRofEssIoNal pRactIce. The SignificANce oF the Study section discusSes reSeARch oUTsIde of k-12 educatIOn THAt eXaMiNed ThE ImPact oF phIlosophY of technolOgy AsSumptions sucH As TechnologiCal Determinism oN teChnoloGy ManAGemenT. ThE NatuRe o f thE study, PUrpose, and reSEarch QUEstions DEScRibe The qualitative metHOdS Used to examine tHe philOsOPhICAl aSsuMptions aboUt TechnOLogy thaT InFLUEncE The thinking anD decision maKIng Of K-12 tecHnOloGY leadeRs. BacKgROunD For the purpOses Of the studY, the teRM technoLOgy refeRs to itS brOad Use wIThIn The EdUCatIOnAl tEChnOlogy fieLd. thE AssoCiatION FOr EdUcaTionAl ComMunications anD TeChnoLOgy (aECT) dEfineD eduCaTionaL technOlogy As "The study and ethiCal pRactice of FacIlItaTiNg leaRNing anD imProVing perFormancE By cReATINg, Using, and managing apPrOPRiAte technOlogicAL pRoCEsses and ReSouRces" (jANuszeWski & mOlEnda, 2008, p. 1). HlyNka and jAcObSen (2009) discUsSed thaT tHe AeCT DefinITion FocuseS on educaTionaL Technology as moRE than mere toolS, BeCAUsE The eMphAsis is on ethIcal PRactIce oRIeNteD TowarD leveRaGInG Technology to improve EdUcatioN and fAcilitate learNing. In defiNING core skiLl arEAs FOr K-12 educational TechnOlogy leadeRShip, the COnsorTium for SChool NetwORKing used The TerM edUcaTIOnAl technology iN A BroaD sEnse, to rEflEct how eDucAtiOnaL teChNology invOlves the MaNaGeMeNt aNd use OF technolOgY in VaRioUs capACities WithiN eduCaTiON (CoNsortiuM FoR sChooL NEtWorkIng, 2011). edUcatiOnal TEchNology iNcludes a) iNfoRMatiOn TeChnologY, such as computEr Systems and NeTwoRk 4 infrASTructure, B) digital technology used fOR improvIng TeachIng, lEarning, anD coMmunicAtiON, and c) tHe infoRmatiOn And DATa sysTEMs UseD fOr managing THE buSinesS oF eduCation (COnsortium for School nEtwOrking, 2011). ScholarS haVe emPHAsIzeD ThE ImpOrTAncE OF critically examIning philoSoPHiCal assumptIOns AbOut techNology, iNcludINg withiN educatioN and leadeRsHip (CARRChEllman, 2005; FishEr, 2006; HofmanN, 2006; Kanuka, 2008; KrITt & WinEGaR, 2010; McDoNalD et al., 2005; M. olIveR, 2011; OrliKowski & sCotT, 2008; PearSon & YouNg, 2002; smith, 2006; STrobeL & TIllberg-WEbb, 2009; Selwyn, 2010b). Kanuka (2008) argued tHat by eXaminIng Their philOsoPHy oF technoloGy asSumptions, tHouGhtFul prActITioneRs wiTH rEspONsibiLitiES for educaTIoNal TEChNology are beTTER abLe to mAke PUrposeFul aNd informed decisioNS in selecting thE rigHT TecHnoLOgieS fOr the right reasOns. stROBel and TiLlBerg-Webb (2009) proPosed a frAmEWork fOr educAtionaL technoLOGy THat empHasiZes That educaTorS aND adminiStRaTOrs shoUld qUeStion tHeir phILosoPHIcal beliefs about TechnOLOgy. ThE StaRting PoInt for tHEir fRamework inVolves educaTors exAminIng whEther teChNologiCal DeTerminist aSSumptions InfluEnce thiNkIng aBouT educaTionAL TechnOlogY (STroBel & TillbeRG-we
ism, can better inform edu cational t echno log y p ro fess iona l practice. Th e  Sig nificance of the Study  sect io n  dis c us ses r esearch ou t s ide  o fK-1 2e du catio n t hat exa mined theimp ac t of philoso p hy  of techno log y assumption s s uch as  t ech n ologi cal  dete rminis m  on te chnologyma n agemen t . The N a t ur e of the Study, Purp o se ,  and ResearchQuesti on s  d e s cri bethe qualit at ive m e thods u s ed t o  ex a mine the phil osophical a s sum ptions  a bou t  techn ology  t h atinfluence t he t hinking a nd dec i sion ma k ing ofK-12 t ech nol ogyl ea de rs.  B a ckg r ou ndF orthe purp os es  of t he s t u d y , th e t ermtechn ology referstoitsb roa d use  with in t he  educ ationa l tec hn ology field. Th e As sociation  fo rEdu ca tiona l  Commu nic ati ons and  Techno l ogy  ( A E C T)  defined education al t ec hnologyas "th e  s tu d y and et hi cal  pra c t ice o f fa c il itatinglearni n gan d impro vi ng per fo rma nce  by c r eati ng, us ing, and  mana g ing appropriat e  technologica l  p r o ce s sesand  resources"  (Ja n usze wski &Mol e nda,2008,  p .  1 ) . Hlynka and Jacobs en  (2009 ) dis cussed that t he AECT de f i n ition fo cuse s  o n  educational t echno logy as mo r e than m ere t ools, be cause the e mphasisisoneth ica l pr actice orient e d  tow ar d lever agi ng tech nol ogy  to  im pr ove educa tion and  f ac il it ate  lear n ing. Inde fin in g c ore s k ill ar eas f or K -1 2e duc ational te c h nolo gy  l eade rsh ip , the  Con s ort ium for  School N etw o rkin gus ed theterm educatio na l technolo gy  in  a bro a d  sense,to reflect how educatio n al tech nol ogy i nvol ves the m ana gement  an d  use o f tech nolog yinv a rious c ap aci ti es withine d uca tion(C onso rtium f or School Networki n g,2011). Educat ion al t e c hn olo g yi ncl ud e s a ) information tec hnology, s uc h  a s computer sys te ms andnetwork  4 in f rastruc ture, b)digital t ec hnol o g y u sed for im provingteaching, learn i ng , and  co mmunic at ion , and  c) th e  in forma tion a nd  datasyste ms  used fo r managing the business  of ed ucati on(Consorti umf orSchool Ne twor king, 2011 ).Sch olars  ha v e emp hasi z ed  th e  impo rtan c e of crit i ca lly e xa mining phil o s o phi cal a ssu m ptions  abo ut technology, in c luding withineduc a t ion  an d  lea de rship (CarrChe llm an , 2005; Fi sh er, 2006; H ofmann,20 0 6; Ka nuka,2008;Kritt & W in e gar, 2 010;  Mc Donald et  al ., 2005; M .Ol i ver, 2 011;  O rlikow ski &S cott , 2008; Pearson &Young , 2002; Smi th, 2 00 6; Stro b el &  Tillberg- Webb, 2009;  Selwy n, 2 010b) . Kanuk a(2008)  ar gu ed that by examining  thei r philo so phyoftechno logy a ssump tion s,  th oughtfulp r ac t it io n ers  wit h res po nsib ilities f o r educat ion a l techn ol ogy a re bet t er a ble to mak e p urpos e f ul and inf o rmed de c ision s in s electi ng ther igh ttechnol ogi e s  for theright rea s ons .Stro bel andTi llbe rg -We bb  (2009) propose d a fram ework fo r educat ion a l te c hnolog ythat emphasi zes t ha t  educat o r s a nd admi n ist rat ors  sho uld  que s tion their philosophical  bel iefsa bou t tec hnolo gy . The st a rtin g pointf or their fram ework involvese duc a tors  ex a mi ni ng whethe r t e chnol ogic aldete rmi nist a ssum p tion s  i nflu ence t hink in gabout edu ca tionalt echn o log y (S trobe l&T il lberg-W e
ism, can_better inform_educational technology professional practice._The Significance_of_the Study_section_discusses research outside_of K-12 education_that examined the impact_of philosophy of_technology_assumptions such as technological determinism on technology management. The Nature o f the Study,_Purpose,_and Research_Questions_describe_the qualitative methods used to_examine the philosophical assumptions about_technology that_influence the thinking and decision making of K-12_technology_leaders. Background For_the purposes of the study, the term technology refers_to its broad use within the_educational technology field._The_Association_for Educational Communications and_Technology (AECT) defined educational technology as_"the study and ethical practice of_facilitating learning and improving performance by creating,_using, and managing appropriate technological processes_and resources" (Januszewski & Molenda,_2008, p._1). Hlynka and Jacobsen (2009)_discussed that the_AECT definition_focuses on educational_technology as more than mere tools,_because the emphasis_is on ethical practice oriented toward_leveraging_technology to improve_education_and_facilitate learning._In defining core_skill_areas for_K-12_educational technology leadership, the Consortium for_School_Networking used the term educational technology in_a broad sense, to_reflect_how educational technology involves_the management and use of_technology in various capacities within education_(Consortium for_School Networking,_2011). Educational technology includes a) information technology, such as computer systems_and network 4 infrastructure, b) digital_technology used for improving_teaching, learning,_and_communication, and c)_the_information and_data systems used for managing the business_of education_(Consortium for School Networking, 2011). Scholars_have emphasized the importance_of_critically examining philosophical assumptions about technology,_including within education and leadership (CarrChellman,_2005; Fisher, 2006; Hofmann, 2006;_Kanuka,_2008;_Kritt & Winegar, 2010; McDonald_et al., 2005; M. Oliver, 2011;_Orlikowski & Scott,_2008; Pearson & Young, 2002; Smith, 2006;_Strobel_& Tillberg-Webb, 2009; Selwyn, 2010b). Kanuka_(2008)_argued that by examining their philosophy_of_technology_assumptions, thoughtful practitioners with responsibilities_for educational technology are better able_to make purposeful and informed decisions in selecting the_right technologies for_the right reasons. Strobel and_Tillberg-Webb_(2009)_proposed a framework for educational technology that emphasizes that educators_and administrators_should question their_philosophical beliefs about technology. The starting point for their framework_involves educators examining whether technological determinist assumptions_influence thinking about educational technology (Strobel & Tillberg-We