 may influence technology decision making, and c) explore whether technological determinist assumptions are present. The research design aligned with Corbin and Strauss qualitative data analysis, and employed constant comparative analysis, theoretical sampling, and theoretical saturation o f categories. Subjects involved 31 technology directors and instructional technology specialists from 256 Virginia school districts, and data collection involved interviews following a semistructured protocol, and a written questionnaire with open-ended questions. The substantive area of inquiry for the qualitative study involved the philosophy of technology assumptions that may influence thinking and decision making pertaining to educational technology. The participants in the study were delimited to technology directors and instructional technology specialists from rural, suburban, and urban school districts in Virginia. While technology directors and instructional technology specialists provide leadership for educational technology, these positions are not the only K-12 educators in Virginia who provide leadership for integrating technology into instruction (Virginia Department of Education, 2010). Because the research broke new ground, a limitation of the study is that as future qualitative studies are conducted in the substantive area, it may become necessary to modify the substantive theory to accommodate new data (Polit & Beck, 2008). No data collection was conducted before the researcher received formal approval from the Institutional Review Board (IRB) o f Northcentral University. After receiving formal IRB approval, recruiting began with the researcher coordinating the informed consent process, and approaching potential participants directly, rather than through a third party, to minimize pressure from other parties that might influence the obtaining of free consent. Pseudonyms were used in reporting the data, with no personally identifiable data such as personal names, schools, or school districts being reported. Chapter 5 discusses the study's implications organized according to the three research questions. Potential limitations o f the study's methodology that may have affected interpreting the results are described. The researcher presents recommendations 257 for practical application of the study, and recommendations for future research. Chapter 5 closes with a summary of the qualitative study's conclusions. Implications Research Question 1. Research Question 1 sought to examine what broad philosophy of technology assumptions are present in the thinking of K-12 technology directors and instructional technology specialists. The research design aligned with Corbin and Strauss qualitative data analysis, and employed constant comparative analysis and theoretical saturation of categories. Among the categories that emerged were three that represented broad philosophy of technology assumptions that were widespread, including Technology is a tool, Technological change is inevitable, and Technological optimism. Philosophy of technology assumptions corresponding to technological determinism are discussed in the implications for Research Question 3. The category Technology is
may influence technology decision making, and c) research whether technical fatalist assumptions are present. The research design align with Corbin and Strauss qualitative data analysis, and hire ceaseless comparative psychoanalysis, theoretical sample distribution, and theoretical saturation o f category. Subjects involved 31 technology film director and instructional technology specialist from 256 Virginia school districts, and data solicitation involved interviews following a semistructured protocol, and a write questionnaire with open - ended motion. The substantive sphere of inquiry for the qualitative sketch involved the philosophy of technology assumption that may influence thinking and decision making pertaining to educational technology. The participants in the study were delimited to technology directors and instructional technology specialists from rural, suburban, and urban school districts in Virginia. While technology directors and instructional technology specialists supply leadership for educational technology, these positions are not the alone K-12 educator in Virginia who leave leadership for integrating technology into instruction (Virginia Department of Education, 2010). Because the research broke new ground, a restriction of the study is that as future qualitative studies are conducted in the substantive area, it may become necessary to modify the meaty theory to accommodate new data (Polit & Beck, 2008). No datum collection was lead before the research worker welcome formal approval from the Institutional Review Board (IRB) o f Northcentral University. After receiving conventional IRB approval, recruiting began with the researcher coordinate the informed consent process, and approaching potential player directly, quite than through a third party, to minimize pressure from early parties that might influence the obtaining of free consent. Pseudonyms were practice in reporting the datum, with no personally identifiable data such as personal names, schools, or school district being reported. Chapter 5 discusses the study's implications organized according to the three research questions. Potential limitations o f the study's methodology that may have affected interpret the results are described. The research worker presents recommendations 257 for practical application of the study, and recommendations for future research. Chapter 5 close with a summary of the qualitative study's conclusions. Implications Research Question 1. Research Question 1 sought to examine what broad doctrine of technology assumptions are present in the thinking of K-12 engineering film director and instructional technology specialists. The research design aligned with Corbin and Strauss qualitative datum analysis, and employed constant comparative analysis and theoretical saturation of categories. Among the categories that emerged were three that represented across-the-board philosophy of technology assumptions that were far-flung, including Technology is a tool, Technological change is inevitable, and Technological optimism. Philosophy of technology assumptions corresponding to technological determinism are hash out in the implications for Research Question 3. The category Technology is
 maj influence technology dtcision making, anb c) expnore wgether tdchnological determinist assnmptuons qre present. The researzh design aligned witi Corbin and Strehss qualitatibc datc enalysis, and emkloyed constdnt comparativa xnclysis, theoretical sampling, and theowetical swturation o f satebjriea. Subjects involved 31 technology didectors and instructoonal technology specialishs fgom 256 Virginia scholl districtw, anq data collecgion involnzd interviess following a semistructured pfotocpl, and a wtnrtej questionnamre winh open-ended questionv. The sibstantive ares oh inwuiry for the qualitavive study involved jhe philosmpky of technology assunprions thad mah inwlutncx tginkinh aid decision making perraining to educatiomaj technology. Tge pareisipants in the study were delimited to uechnklogy directors and insrructional technology specialifts from rural, suburban, and urban school districtv in Tifgiulw. Qhlle technology directors and instructional tesgnplpgy specialistf provide lrafetfhip for educxtional tschnology, these poditions are bot the ogly L-12 educators in Virginia who provide leaberwhip for integratiug technologv into insttuction (Virginia Departoent of Educatiln, 2010). Becauad the research bfokv nef ground, a limitation of tre study ms thct as fugure qualieative stufies are conducted in thf subdtdntive arew, it may become necessary to movmfy the substsndivv theory co accpmmodate new qata (Polit & Beek, 2008). No dcta coulection wzs condncted before the researchat received focmal apprjval fron the Ivrtitutional Refiew Boarb (IRB) o f Northcentral Mnivetsjty. After receirnnt formal IRB aplroxal, rvcrnitind began with dhe fesdsrchef coordinatlng the informed consent prmcesa, and approaching lobential pqrticipagts directly, tather than througj a tiird perty, tp mynimize pressure from other padties thah mlght influencq thc objaining of yree consent. Pseudonyms were used in repirting the data, wirh no personally idgntlfiable data such as persotal names, schools, or school districts being reported. Chaptsr 5 divcussfs the study's implications organized according to the three research quesrions. 'oeential limjtatoons m y tke studr's mxtiodology that may have affected interpreting the results axe described. The researcher pterents recommevdations 257 for practical zpplicatoon of the study, and recommendayions for future researcm. Chapter 5 cloaes wing e summary of the quakitatire stuey's conxluslons. Implicatiuns Rcsearch Qufstipn 1. Research Question 1 sought to ezamine wjat broad philosmphy of tecmnulogy assumktions are presenf in hhe tfinking of K-12 yechnology dirrctors and instructimnwl technology wiecialists. Thg researbh design alijned with Cosbin and Strauss qualitative data analysis, and emplkyed consuant compacative analysix and theoretical saturstyon of cxtegories. Ammng the categories that emerged were three vnat rdprvsentes broad philovophy of technologn wssumptiovs thqt were widwspread, incmuding Yeshnollgy is a tool, Technjlogjcdl changz ir inevitanle, and Techtological oitimism. Philosophy of technology assumptions corresponding to technological detfrminism are aiscussed in the lmpuications for Research Question 3. The vategofy Technopogy is
may influence technology decision making, and c) technological assumptions are The research design qualitative analysis, and employed comparative analysis, theoretical and theoretical saturation o f categories. involved 31 technology directors and instructional technology specialists from 256 Virginia school districts, data collection involved interviews following a semistructured protocol, and a written questionnaire with questions. substantive of for the qualitative study involved the philosophy of technology assumptions that may influence thinking and decision pertaining to educational technology. The participants in the were delimited to technology and instructional technology specialists from suburban, urban school in While directors and instructional specialists provide leadership for educational technology, these positions are not the only K-12 educators in Virginia who leadership for into instruction Department Education, Because the research ground, a limitation of the study future qualitative studies are conducted in the substantive it may necessary to modify the substantive theory accommodate new data (Polit & Beck, 2008). No collection was conducted before the researcher received formal approval from the Institutional Review Board (IRB) Northcentral University. After receiving IRB approval, recruiting with researcher the consent process, approaching potential participants directly, rather than through a third party, to pressure from other parties that might influence the obtaining of Pseudonyms used in reporting data, with no personally data as personal names, schools, districts reported. the implications according to the three questions. Potential limitations o f study's methodology that may are described. The researcher presents recommendations 257 for application of the study, and recommendations for research. Chapter 5 closes with a summary of the qualitative study's conclusions. Research Question Question 1 sought to examine what broad philosophy technology assumptions are present the thinking of K-12 technology directors and instructional technology The design aligned Corbin and Strauss data analysis, and constant comparative analysis saturation of Among categories three that represented broad philosophy of assumptions were widespread, including Technology is tool, is inevitable, and Technological optimism. Philosophy of technology assumptions corresponding to technological determinism are discussed implications for Research Question The Technology is
 may influence technology decIsion makinG, and c) ExpLorE wHethEr teChnological detERminIst assumptions are preseNt. The ReSEarcH DeSign aLigned wITh cORbiN aNd strAuSS qUalitAtiVe data aNalysis, and EmpLoYed constant cOMpArative anaLysIs, theoreticaL saMpling, AnD thEOretiCal SaturAtion o F CategoRies. SubjeCtS InvolvED 31 technoLOGy DireCtors and instructiONaL Technology specIalistS fROm 256 vIRgiNia School distRiCts, anD Data colLEcTION inVOlved intervieWs following A SemIstrucTuRed PRotocoL, and a WrITteN questionnaIre wIth open-enDed queSTions. ThE SubstanTive arEa oF inQuirY FoR tHe qUaLItaTIvE stUDy iNvolved tHe PhIlosoPhy oF TECHnolOgy AssuMptioNs that may inflUenCe thINkiNg and DecisIon mAkIng peRtainiNg to eDuCational technolOgy. THe particiPanTs In tHe Study WEre delImiTed To technOlogy diREctOrS AND iNstructional technoLoGY SpEcialistS from rURaL, sUBurban, anD uRbaN schOOL distRictS In virginia. while tEChNoLogy dirEcTors anD iNstRucTionaL TechNology SpecialiSts prOVide leadership FOr educational TEcHNOlOGy, thEse Positions arE not THe onLy K-12 eDUcAtoRS in ViRginiA wHO pROvide leadership for iNtEgratiNg tecHnology into inStruction (VIRGInia DepaRtmeNT oF education, 2010). BecauSe the Research brOKe new groUnd, a lImitatioN of the stuDY Is that as FutUre QuaLitATIvE studies are coNDUcteD iN the subStaNtive arEa, iT maY beComE nEcessary tO modify tHe SuBsTaNtiVe theORy to accoMmOdaTe New Data (POLit & BecK, 2008). No daTa coLlEcTIon Was condUCtED BefoRe ThE resEarChEr recEiveD ForMal apprOval from tHe INStitUtIoNal ReviEw Board (IRB) o f NOrThcentral UNiVerSity. AfTER receiviNg formal IRB approval, recrUIting beGan With tHe reSearcher cOorDinatiNg tHE inforMed conSent pRoCesS, ANd appROAcHinG pOtential paRTIciPants DiRectLy, ratheR than through a third PArtY, to minimize prEssUre fROM oTheR PaRTieS tHAt mIGHt influence the oBtaining of FrEE cOnsent. PseuDOnyMs Were useD in repoRting THe data, wIth no persOnally ideNtIfiaBLE daTa such as peRsonal naMes, schoolS, Or schOOl DistrIctS being RePorTed. ChApter 5 dIScuSses tHe studY's ImplicAtionS oRganized According to the three reseArch quEstioNs. POtential lImiTAtiOns o f the sTudy'S methodoloGy tHat May haVe aFFecteD intERpRetINg the ResuLTs are descRIbEd. THE ReSearcher preSENTs rEcommEndATions 257 fOr prActical applicatioN Of the study, and rEcomMENdaTioNS for FuTure research. ChAptEr 5 CLOses with A sUmmary of the QualitatIvE Study'S conclUsions. implicaTIOnS researCh QuEstIon 1. ResearCh QUeSTion 1 souGhT tO ExaminE whaT bRoad phIlosopHY of tECHnology assumptioNs are PREsent IN thE thinKiNg of K-12 teCHnolOgy directoRs and instruCtionaL tecHnoloGy speciAlIsts. ThE reSeArch design ALigned witH CorbIn and StRaUss qUalItativE datA ANalysIs, anD eMplOyed constANT cOMpArATivE anaLysis AnD theOretical sATuration Of cATegorieS. AMonG THe cateGOrIES that emergEd wEre thREE that repreSEnteD BrOAd phiLosophY of tecHnology ASsuMpTions thAt wERE widespreAd, includiNG TeChNoloGy is a tooL, TEchnOlOgiCaL change is inevitAble, and TEchnologICAl optiMisM. philOSophy oF tEchnology assUmptiOnS CorrespONDinG to techNOloGicAl dEterMinIsm aRE discussed in the implicatiOns fOr ResEArcH QuesTion 3. THe Category tEchnOlogy is
 may influence technologydecision m aking , a ndc)  exp lore  whether techn o logi cal determinist assump tions  a r e pr e se nt. T he rese a rc h des ig nali gn e dwithCor bin and  Strauss q ual it ative data a n al ysis, andemp loyed consta ntcompar at ive analy sis , the oretic a l samp ling, and  t h eoreti c al satu r a ti on o  f categories. Su b je c ts involved 31  techn ol o gy d ire cto rs and ins tr uctio n al tech n ol o g y  sp e cialists from  256 Virgin i a s chooldi str i cts, a nd da ta col lection inv olve d intervi ews fo l lowinga  semist ructur edpro toco l ,an d a  w r itt e nque s tio nnaire w it hopen- ende d q u esti ons . Th e sub stantive area  of  inq u iry  forthe q uali ta tivestudyinvol ve d the philosoph y of  technolo gyas sum pt ionst hat ma y i nfl uence t hinking and  d e c i si on making pertaini ng t oeducatio nal te c hn ol o gy. Thepa rti cipa n t s inthes tu dy weredelimi t ed  t o techn ol ogy di re cto rsand i n stru ctiona l techno logys pecialists fro m  rural, subur b an , an d  urb anschool dist rict s  inVirg i ni a.W hiletechn ol o gy directors and instr uc tional  tech nology specia lists prov i d e  leaders hipf or educational te chnol ogy, these position s are  not the  only K-1 2 educator s i n V irg ini a wh o provide lea d e rshi pfor int egr ating t ech nol ogy  in to  instruct ion (Vir gi ni aDe par tment of Educa ti on,  2 010 ). Be c ause t he re sear ch  b r oke  new gr o un d ,  a l im it atio n o fthe s tudy isthat as  future q ual i tati ve  s tudiesare conducted  i n the subs ta nti ve are a ,  it maybecome necessary to mod i fy thesub stant ivetheory to  ac commod ate new da ta (Po lit &  B eck , 2008) . No  da ta  collectio n was  cond uc tedbeforethe researcher rec e ive d formal appr ova l fr o m  t heI ns t itu ti o nal R eview Board (IR B) o f Nor th c en tral Unive r sit y.  Afterreceivi ng fo r mal IRB  approval , recruit in g be g a n w ith the re searcher  coordina t ing t h einfor med  conse nt  pr ocess , anda ppr oachi ng pot en tial p artic ip ants dir ectly, rather than thro ugh athird  pa rty, to m ini m ize  pressure  fro m other pa rti esthatmig h t inf luen c ethe obtai ning of free c o ns ent . Ps eudonyms we r e use d inrep o rtingthedata, with no per s onally identif iabl e dat a s u ch a spersonal names , s ch o o ls, or s ch ool distric ts being  r e porte d. Cha pter 5  discus s e st he stu dy's  im plication s o rg a nized a cc or d ing to  the  t hree r esearc h  que s t ions. Potentiallimit a t ionso  fthe s tu dy's me t hodo logy thatmay have af fected  int erpre ting th eresult s a re  described .  The rese arche r prese nt s re com mendat ions 2 57 fo r pr ac tic al applic a t io n  o ft hestud y, an dreco mmendatio n s for fu tur e  resear ch . C h a pter 5 cl o s es with asum maryo f  the quali t ativ e  s t udy's  concl usions . Impli c ati on s Resea rch Q uestion 1 . Researc h  Qu es tion  1 sough tto e xa min ewhat broad phil osophy o f techno l o gy ass ump t ions are pr es ent in the t hinki ng of K-12 t ech nologyd ire cto rsandins truc t ional technology special ists . The res earch  desi gn  aligned with  Corbina nd Strauss qu alitative dataa nal y sis,  an d  e mp loyed con sta n t com para tiv e an aly sisa n d th e oret i ca l sa turati on o fca tegories.  A mong th e  cat e gor iesthatem er g ed  were t hree tha t rep re sented br o ad phil osop hy  of technolog y assumption sthat  werew ide spr e a d, including  Technolog y i s a tool,Te chn o log icalchange is ine vit ab l e,andTe chnolo gical op timism . Ph i l osoph y oftech nolog y assu mpt ion s co rr espo n ding to  technologic a ldetermi nismaredis cu s s ed in the imp l icat i ons for R esear chQu e st ion 3. The categ ory Tec hnology is
 may_influence technology_decision making, and c)_explore whether_technological_determinist assumptions_are_present. The research_design aligned with_Corbin and Strauss qualitative_data analysis, and_employed_constant comparative analysis, theoretical sampling, and theoretical saturation o f categories. Subjects involved 31_technology_directors and_instructional_technology_specialists from 256 Virginia school_districts, and data collection involved_interviews following_a semistructured protocol, and a written questionnaire with_open-ended_questions. The substantive_area of inquiry for the qualitative study involved the_philosophy of technology assumptions that may_influence thinking and_decision_making_pertaining to educational technology._The participants in the study were_delimited to technology directors and instructional_technology specialists from rural, suburban, and urban_school districts in Virginia. While technology_directors and instructional technology specialists_provide leadership_for educational technology, these positions_are not the_only K-12_educators in Virginia_who provide leadership for integrating technology_into instruction (Virginia_Department of Education, 2010). Because the_research_broke new ground,_a_limitation_of the_study is that_as_future qualitative_studies_are conducted in the substantive area,_it_may become necessary to modify the substantive_theory to accommodate new_data_(Polit & Beck, 2008)._No data collection was conducted_before the researcher received formal approval_from the_Institutional Review_Board (IRB) o f Northcentral University. After receiving formal IRB approval,_recruiting began with the researcher coordinating_the informed consent process,_and approaching_potential_participants directly, rather_than_through a_third party, to minimize pressure from other_parties that_might influence the obtaining of free_consent. Pseudonyms were used_in_reporting the data, with no personally_identifiable data such as personal names,_schools, or school districts being_reported._Chapter_5 discusses the study's implications_organized according to the three research_questions. Potential limitations_o f the study's methodology that may_have_affected interpreting the results are described._The_researcher presents recommendations 257 for practical_application_of_the study, and recommendations for_future research. Chapter 5 closes with_a summary of the qualitative study's conclusions. Implications Research_Question 1. Research_Question 1 sought to examine_what_broad_philosophy of technology assumptions are present in the thinking of_K-12 technology_directors and instructional_technology specialists. The research design aligned with Corbin and Strauss_qualitative data analysis, and employed constant comparative_analysis and theoretical saturation of categories. Among the categories that emerged_were three that represented broad philosophy of technology_assumptions that were widespread, including Technology is_a tool, Technological change_is_inevitable, and Technological optimism. Philosophy of technology_assumptions_corresponding_to_technological determinism are_discussed in the_implications for Research_Question 3._The category Technology_is