 spaces? We have an obligation to increase student and parental awareness of the risks and rewards of being a digital citizen." TD9 "This should be a major focus, getting technology into the hands of kids to give them the mechanism to have equal opportunities." TS 11 "I could see where technology could take control of our lives" TS6 "We must have a discussion with different stakeholders about the values of why we're using these tools in our schools. If we had a cooking class but didn't give kids knives because they might cut themselves, that wouldn't work very well. We have to be of the mindset that cuts, scrapes or bruises will happen, that can't stop us from pursuing the use _________ of the technology."___________________ Philosophy o f education influences philosophy o f technology. The results from the study show that other philosophy of technology assumptions were found to be present in the thinking o f leaders. The category Philosophy o f education influences philosophy o f technology had 14 properties representing different philosophical views about technology that corresponded to the philosophy o f education views of participants. Twelve of these properties had coding frequencies o f five or less, but the property technology makes learning more engaging fo r students involved 24 coding instances from 14 documents and 12 of the participants. For example, TD10 expressed the view that technology 181 engages students in the learning process by stating, "By paring the technology with the social aspects of learning, we can engage students individually as well as at a group level, and maximize that social and individual engagement." Table 14 displays the coding frequency for the category Philosophy o f education influences philosophy o f technology, and its properties that involved two or more coding instances. Table 14 Philosophy o f Education Influences Philosophy o f Technology, and Coding Frequency Category or Property Coding Frequency Philosophy of education influences philosophy of technology 59 technology makes learning more engaging for students 24 technology to increase higher order, critical thinking skills 7 technology helps to meet different learning styles of students 4 should not emphasize memorization 4 should move away from standards based education 3 go beyond lecture method of instruction 3 show mastery o f content in innovative ways 3 computer assisted instruction is not good instruction 2 technology levels the playing field 2 hands-on learning using technology 2 teacher as facilitator 2 Note. The coding frequency for the category includes its properties. Properties are indented. Table 15 displays dimensionalized examples for the category Philosophy o f education influences philosophy o f technology. Coded segments from the transcripts for the category and its properties with two more coding instances are given. Pseudonyms are used
spaces? We have an obligation to increase student and parental awareness of the risk and reward of being a digital citizen. " TD9 " This should be a major focus, getting technology into the hand of kids to give them the mechanism to hold equal opportunities. " thymine 11 " I could see where technology could aim control of our life sentence " TS6 " We must accept a discussion with different stakeholders about the values of why we're using these tools in our school. If we had a cooking class but didn't give child knives because they might cut themselves, that wouldn't work very well. We have to be of the mentality that cuts, scratch or bruises will happen, that can't stop us from quest for the use _ _ _ _ _ _ _ _ _ of the technology. " _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Philosophy o f education influences philosophy o f technology. The results from the study show that other philosophy of technology assumptions were found to be present in the thinking oxygen f leadership. The category Philosophy oxygen f department of education influences philosophy o f technology have 14 properties representing different philosophical view about technology that corresponded to the philosophy o f education views of player. Twelve of these properties had coding frequencies oxygen f five or less, but the property engineering makes learning more engaging fo r students involved 24 coding case from 14 documents and 12 of the participants. For example, TD10 carry the view that technology 181 engages students in the eruditeness process by stating, " By paring the technology with the social aspects of learn, we can engage student individually as well as at a group floor, and maximize that social and individual engagement. " board 14 displays the coding frequency for the category Philosophy o f education influence philosophy oxygen f technology, and its properties that involved two or more coding instances. board 14 Philosophy o f Education Influences Philosophy o f Technology, and Coding Frequency Category or Property Coding Frequency Philosophy of department of education influences philosophy of engineering 59 technology makes learning more engaging for scholar 24 technology to increase higher order, critical thinking skills 7 engineering helps to meet different learning styles of students 4 should not emphasize memorization 4 should move aside from standard based education 3 go beyond lecture method of instruction 3 show command o f content in innovative ways 3 calculator assisted teaching is not good instruction 2 technology floor the playing field 2 hands - on learn using technology 2 teacher as facilitator 2 bill. The coding frequency for the category includes its properties. Properties are indented. Table 15 display dimensionalized examples for the category Philosophy oxygen f department of education influences doctrine oxygen f technology. Coded segments from the transcripts for the category and its properties with two more coding instances are given. Pseudonyms are used
 spwces? We have an obligatiun to increase student and pzrental xwareness of the risks and rxwares of being a digital citizdn." TD9 "Thid should be e major focus, gevfing tegknolofn intm the hands of lids to giee them the mewhxnnsm to have equal opportunities." TS 11 "Y could sfe where technjlogj souls take control of our lives" TS6 "We just hane a discussion woth different stakeholders abokt the values of wjy we're usibg trwse tools in our schools. If we had a cooking class but didn't give kids knives bexayse jhey might cnt theiselves, that wouldn't work vrry well. We haye to be of the mindset that ruts, scrapes or bruifes will va'pen, that can't stop uw drom kursuhng gye jse _________ pf the tfchiology."___________________ Philksophy o f wducation influencex [yilosophy o f technjljgy. The results from the study show thau othsr philosophy of technooogy assumptions were found to be present in the thinking o f leaders. The categmry Piiuosipmy o d fducation influences philosophy o f technologr hsd 14 properties rcpresenting differrnh lrilosophical xiews cgoht technology that correskonded to the priloxophy o f education views od participanns. Tqelve of these pro'erties had eoding freqiencies o f five or lesr, buf the propegty technkuogy makes learnkng mmre engaging fo r students involved 24 cobing insgancgs from 14 documentd and 12 of the participanhs. Fot exam[le, TD10 expgessed the view that technology 181 engages studgntv it the lecrning process by seating, "By pariug the tzchnolugy with tge sociel aspects os learning, we fan engage svudents igdivuduaoly as ddll as at a grpup level, and maximuze that social anv inajvidual engagemzut." Table 14 displayx tfe sofiig frqxuency for tve cxteepry Pfilosophy o w edication influences pviloaophy o f technoloby, and its propertyes that invokved two or more clding inrtancrs. Jable 14 Philosophy o f Education Influencfs Ihilosophy o s Teghnojogy, and Cpding Frequency Category or Property Coving Frequency Philosokhy of education infloenges philosopiy of eechnologf 59 technology makes oearning more engsging for students 24 tschnolmgy tl increase higher order, critical thinking skills 7 technology helps to meer diffxrqnt learninf stules mf xtudenes 4 diould not emphaside memorization 4 should move awab from statdcrds based education 3 go beyomd lecture methud of instruction 3 show jastery p f content in innovative ways 3 computer assisted instrmction is not food instrnction 2 technology lrvels che plqying fueld 2 hands-on leafnimg using tefhnokoyy 2 teacher as facilitator 2 Note. Rhe coeijg frequency for the categovy inclodes its properties. Propsrtisd are indented. Tabke 15 displays domensionalized exampnef for the catetkry Philosopny o f vducation infkuences phinosophy o f technology. Coded segments from the tranacripts fkr the cavegory and its 'roperties with two more cjding inrtances are civen. Pseudonyms are used
spaces? We have an obligation to increase parental of the and rewards of "This be a major getting technology into hands of kids to give them mechanism to have equal opportunities." TS 11 "I could see where technology could control of our lives" TS6 "We must have a discussion with different stakeholders the of we're these tools in our schools. If we had a cooking class but didn't give kids knives they might cut themselves, that wouldn't work very We have to be the mindset that cuts, scrapes bruises happen, that stop from the use _________ the technology."___________________ Philosophy o f education influences philosophy o f technology. The results from the study show other philosophy assumptions were to present the thinking o The category Philosophy o f education f technology had 14 properties representing different philosophical about technology corresponded to the philosophy o f views of participants. Twelve of these properties had frequencies o f five or less, but the property technology makes learning more engaging fo involved 24 coding instances 14 documents and of participants. example, expressed the that technology 181 engages students in the learning process by stating, paring the technology with the social aspects of learning, we students as well as a group level, and that and individual engagement." Table the frequency Philosophy f influences philosophy o f and its properties that involved or more coding instances. Education Influences Philosophy o f Technology, and Coding Category or Property Coding Frequency Philosophy of influences philosophy of technology 59 technology makes learning more engaging for students technology to order, critical thinking skills 7 technology helps to different learning styles of 4 should not emphasize memorization 4 should move away standards education 3 beyond lecture method instruction 3 show o f content ways 3 assisted is 2 technology levels the playing field hands-on using technology 2 teacher as 2 coding frequency for the category includes its properties. Properties are indented. Table 15 displays dimensionalized the category Philosophy o education philosophy o f technology. Coded segments from the transcripts for the category properties with two given. are used
 spaces? We have an obligation tO increase sTudenT anD paReNtal AwarEness of the riskS And rEwards of being a digital cItizeN." Td9 "this SHoUld be A major fOCuS, GEttInG tEchNoLOgY into The Hands of Kids to give TheM tHe mechanism tO HaVe equal oppOrtUnities." TS 11 "I coUld See wheRe TecHNologY coUld taKe contROl of ouR lives" TS6 "WE mUSt have A DiscussION wIth dIfferent stakeholdERs ABout the values oF why we'Re USiNG TheSe tOols in our sChOols. IF We had a cOOkING ClaSS but didn't give Kids knives bECauSe they MiGht CUt themSelveS, tHAt wOuldn't work vEry wEll. We have To be of THe mindsET that cuTs, scraPes Or bRuisES wIlL haPpEN, thAT cAn't STop Us from puRsUiNg the Use _________ oF THE TechNolOgy."___________________ PHilosOphy o f educatiOn iNfluENceS philOsophY o f tEcHnoloGy. The rEsultS fRom the study show That Other philOsoPhY of TeChnolOGy assuMptIonS were foUnd to be PResEnT IN ThE thinking o f leaders. thE CAtEgory PhiLosophY O f EdUCation inFlUenCes pHILosopHy o f TEcHnology hAd 14 propERtIeS represEnTing diFfEreNt pHilosOPhicAl viewS about teChnolOGy that correspoNDed to the philoSOpHY O f EDucaTioN views of parTiciPAnts. twelVE oF thESe proPertiEs HAd COding frequencies o f fIvE or lesS, but tHe property tecHnology makES LEarning mOre eNGaGIng fo r students InvolVed 24 coding iNStances fRom 14 doCuments aNd 12 of the paRTIcipants. for ExaMplE, TD10 EXPrEssed the view tHAT tecHnOlogy 181 enGagEs studeNts In tHe lEarNiNg process By statinG, "BY pArInG thE techNOlogy witH tHe sOcIal AspecTS of leaRning, We caN eNgAGe sTudents INdIVIduaLlY aS welL as At A grouP levEL, anD maximiZe that socIal ANd inDiViDual engAgement." Table 14 dIsPlays the coDiNg fRequenCY For the caTegory Philosophy o f educaTIon inflUenCes phIlosOphy o f tecHnoLogy, anD itS ProperTies thAt invOlVed TWO or moRE CoDinG iNstances. TaBLE 14 PhIlosoPhY o f EDucatioN Influences PhilosoPHy o F Technology, anD CoDing fREqUenCY CATegOrY Or PROPerty Coding FreqUency PhiloSoPHy Of educatioN InfLuEnces phIlosophY of teCHnology 59 TechnologY makes leaRnIng mORE enGaging for sTudents 24 tEchnology TO incrEAsE highEr oRder, crItIcaL thinKing skILls 7 TechnOlogy hElPs to meEt difFeRent learNing styles of students 4 shoUld not EmphaSizE memorizaTioN 4 ShoUld move awAy frOm standardS baSed EducaTioN 3 Go beyOnd lECtUre MEthod Of inSTruction 3 sHOw MasTERy O f content in INNOvaTive wAys 3 COmputeR assIsted instruction iS Not good instrucTion 2 TEChnOloGY levElS the playing fieLd 2 hAnDS-On learniNg Using technoLogy 2 teacHeR As facIlitatOr 2 Note. the codiNG FrEQuency For tHe cAtegory inCluDeS Its propErTiES. PropeRtieS aRe indeNted. TaBLe 15 diSPLays dimensionaliZed exAMPles fOR thE cateGoRy PhiloSOphy O f educatioN influences PhilosOphy O f tecHnology. coDed segMenTs From the traNScripts foR the cAtegory AnD its ProPertieS witH TWo morE codInG inStances arE GIvEN. PSeUDonYms aRe useD
 spaces? We have an obliga tion to in creas e s tud en t an d pa rental awarene s s of  the risks and rewards  of b ei n g ad ig italcitizen . "T D 9 " Th is  sh ou l dbe amaj or focu s, getting  te ch nology intot he  hands ofkid s to give th emthe me ch ani s m tohav e equ al opp o rtunit ies." TS11 "I cou l d see w h e re  tec hnology could tak e  c o ntrol of our l ives"TS 6  " W e  mu sthave a dis cu ssion with di f fe r e n t s t akeholders ab out the val u esof why  w e'r e  using  thes et ool s in our sc hool s. If wehad ac ookingc lass bu t didn 'tgiv e ki d skn ive sb eca u se  th e y m ight cut  t he mselv es,t h a t  wou ldn 't w ork v ery well. Wehav e to beof th e min dset  t hat c uts, s crape sor bruises will  hap pen, that  ca n' t s to p usf rom pu rsu ing  the us e _____ _ ___  o f t he  technology."_____ __ _ _ __ ________  Philo s op hy o f educ at ion  inf l u ences  phi l os ophy o f  techn o lo gy . The r es ults f ro m t hestudy show  thatother ph iloso p hy of technolo g y assumptions we r e  f o undtobe presentin t h e th inki n go f leade rs. T he ca t egory Philosophy ofeducat ion i nfluences phi losophy of t echnolog y ha d  1 4  properties re prese nting diff e rent phi losop hical vi ews about t echnolog y t hat  co rre s p on ded to the ph i l osop hy  o f ed uca tion vi ews  of  pa rti ci pants. Tw elve ofth es epr ope rties had codi ng  fr eq uen cieso  f fiv e orless ,bu t  th e prope r ty t echn ol og y ma kes  l earni ng m o reengagin g fo r st ude n ts i nv ol ved 24coding instan ce s from 14do cum ents a n d  12 of t he participants. For ex a mple, T D10  expr esse d the vie w t hat te chn o logy 1 81 eng agesst ude n t s int h elea rn ing proces s bystati ng , "B y parin g the technology w i ththe social as pec ts o f le arn i ng ,  we  c a n e n g age students in dividually  a s  w ell as ata  gr ou p level , and m aximi z e thatsocial an d individ ua l en g a gem ent." Tabl e 14 dis plays the codin g  f reque ncy  for t he  ca tegor y Phil o sop hy of educ at ion in fluen ce s philos ophy o f technology, an d itsprope rti es that i nvo l ved  two or m orecoding ins tan ces . Tab le1 4 Phi loso p hy  of  Educ atio n  Influenc e sPhi l o so phy o f Tec h n o log y, an d C o ding F requ ency Category orP roperty Coding  Fre q u enc y P h ilos op hy of educatio n i nf l u ences ph il osophy of t echnolog y5 9 tec hnolog y make s learn i n gm ore en gagi ngfor stude nts  2 4  techno lo gy to inc reas ehigher  order ,  cri t i cal thinking ski lls 7 t echno l ogy  help sto meet diff erent lear ning styles  of st uden ts 4shouldno t emph asi ze  memorizat i on 4 shou ld mo ve away  f romsta ndards  bas e d  educ atio n3 g o beyondl e ct u re  m e tho d of  inst ru ctio n 3 showm astery o  fc ontentin  in n o vative wa y s  3 compute r a ssist e d  instructi o n is no t  good  instr uction  2 tech n olo gy  levels  th e playing f ield 2 ha n ds- on  lea rning us in g te ch nol og y 2 teacher asfacilita tor 2 No t e . Thecod i ng f r equenc yfor the cate goryin c ludes i t s  pr opertie s . P rop ert iesare  ind e nted. Table 15 displaysdime nsion a liz ed ex ample sfor thec ateg ory Phil o sophy o f edu cation influenc e s p h ilos oph y  o  f  technolo gy. Coded  seg men ts f rom  the t rans c ript s  f or t he cat egor yan d its pro pe rties w i th t w o m orecodin gin s ta nces ar e given.  Pseu do nyms areu sed
 spaces?_We have_an obligation to increase_student and_parental_awareness of_the_risks and rewards_of being a_digital citizen." TD9 "This_should be a_major_focus, getting technology into the hands of kids to give them the mechanism to_have_equal opportunities."_TS_11_"I could see where technology_could take control of our_lives" TS6_"We must have a discussion with different stakeholders_about_the values of_why we're using these tools in our schools. If_we had a cooking class but_didn't give kids_knives_because_they might cut themselves,_that wouldn't work very well. We_have to be of the mindset_that cuts, scrapes or bruises will happen,_that can't stop us from pursuing_the use _________ of the_technology."___________________ Philosophy_o f education influences philosophy_o f technology._The results_from the study_show that other philosophy of technology_assumptions were found_to be present in the thinking_o_f leaders. The_category_Philosophy_o f_education influences philosophy_o_f technology_had_14 properties representing different philosophical views_about_technology that corresponded to the philosophy o_f education views of_participants._Twelve of these properties_had coding frequencies o f_five or less, but the property_technology makes_learning more_engaging fo r students involved 24 coding instances from 14 documents_and 12 of the participants. For_example, TD10 expressed the_view that_technology_181 engages students_in_the learning_process by stating, "By paring the technology_with the_social aspects of learning, we can_engage students individually as_well_as at a group level, and_maximize that social and individual engagement."_Table 14 displays the coding_frequency_for_the category Philosophy o f_education influences philosophy o f technology,_and its properties_that involved two or more coding instances._Table_14 Philosophy o f Education Influences_Philosophy_o f Technology, and Coding Frequency_Category_or_Property Coding Frequency Philosophy of_education influences philosophy of technology 59_technology makes learning more engaging for students 24 technology_to increase higher_order, critical thinking skills 7_technology_helps_to meet different learning styles of students 4 should not_emphasize memorization_4 should move_away from standards based education 3 go beyond lecture method_of instruction 3 show mastery o f_content in innovative ways 3 computer assisted instruction is not good_instruction 2 technology levels the playing field 2_hands-on learning using technology 2 teacher as_facilitator 2 Note. The_coding_frequency for the category includes its properties._Properties_are_indented._Table 15 displays_dimensionalized examples for_the category Philosophy_o f_education influences philosophy_o f_technology. Coded segments_from_the transcripts for the category and its properties with two more coding instances are given. Pseudonyms are used