Trochim & Donnely, 2008) was a priority. In recruiting and communicating with potential participants and actual participants, confidentiality was maintained, no emails were sent to distribution lists, and study participants were not informed of the names of others participating in the study. Pseudonyms were used in data analysis and reporting of the data. In reporting the results, no personally identifiable data such as personal names, schools, or school districts were included. The transcripts for the interviews and written questionnaires, and the MAXQDA database were kept on a password protected computer. The protocol for audio recording of interviews followed due diligence, and the digital files were stored on a passcode protected iPod or password protected computer. After data analysis was complete, the audio recordings were erased. Summary Scholars have conducted empirical research to examine how philosophy of technology assumptions, including assumptions characterized by technological determinism, are an important factor for the practice o f technology leadership in fields such as information technology management, business management, and university management (Grant et al., 2006; Jackson & Philip, 2010; Leonardi, 2008; Leonardi & Jackson, 2004; Prakash & Sinha, 2008). Scholars have argued that questioning philosophy of technology assumptions can inform educational technology professional practice and research, but there is a gap in the literature concerning how technological 152 determinist assumptions may influence thinking and decision making in K-12 technology leadership (Kanuka, 2008; McDonald et al., 2005; M. Oliver, 2011; Selwyn, 2010b; Strobel & Tillberg-Webb, 2009). Using Corbin and Strauss methods for qualitative data analysis, the purpose of the study was to a) examine what philosophical assumptions about technology are present in the thinking o f K-12 technology leaders, b) investigate how the assumptions may influence technology decision making, and c) explore whether technological determinist assumptions are present. Researchers (Ardichvili et al., 2009; Callister et al., 2009; Fernando et al., 2009) have used qualitative methods influenced by grounded theory to examine philosophical beliefs and assumptions. The researcher discussed ethical considerations, and described the research strategies that were employed to maintain an ethical framework for research that considered issues including the research purpose, informed consent, confidentiality, and risk assessment. IRB approval was received prior to the commencement o f any data collection. The subjects for the study involved educational technology leaders, including K-12 technology directors and instructional technology specialists from Virginia school districts. Data collection initially proceeded with purposive sampling to select twenty participants who work in
Trochim & Donnely, 2008) was a priority. In recruiting and communicating with potential participants and actual participant, confidentiality was maintain, no emails were mail to distribution tilt, and study participants were not inform of the names of others participating in the survey. Pseudonyms were used in datum analysis and reporting of the data. In reporting the result, no personally identifiable data such as personal names, schools, or school districts were included. The transcript for the interviews and written questionnaires, and the MAXQDA database were keep on a password protected computer. The protocol for audio recording of interviews followed ascribable diligence, and the digital file were stored on a passcode protected iPod or password protected calculator. After data analysis was complete, the audio recordings were erased. Summary Scholars have conducted empiric inquiry to analyze how philosophy of technology assumptions, including assumptions characterized by technical determinism, are an important agent for the practice o f technology leadership in airfield such as information technology management, business management, and university management (Grant et al. , 2006; Jackson & Philip, 2010; Leonardi, 2008; Leonardi & Jackson, 2004; Prakash & Sinha, 2008). Scholars have argued that questioning philosophy of technology assumption can inform educational technology professional practice and research, but there is a gap in the literature concerning how technical 152 determinist assumptions may influence thinking and decision making in K-12 technology leadership (Kanuka, 2008; McDonald et al. , 2005; M. Oliver, 2011; Selwyn, 2010b; Strobel & Tillberg - Webb, 2009). Using Corbin and Strauss method for qualitative data analysis, the purpose of the study was to a) examine what philosophical assumption about technology are present in the thinking o f K-12 technology drawing card, b) investigate how the assumptions may influence technology decision qualification, and c) explore whether technical determinist assumptions are present. Researchers (Ardichvili et al. , 2009; Callister et al. , 2009; Fernando et al. , 2009) have used qualitative methods influence by grounded hypothesis to examine philosophical belief and assumptions. The researcher hash out ethical considerations, and identify the research strategies that were employed to maintain an ethical framework for research that considered issues including the inquiry purpose, informed consent, confidentiality, and risk appraisal. IRB approval was received prior to the commencement o f any data collection. The subjects for the discipline involved educational technology leaders, including K-12 technology directors and instructional technology specialist from Virginia school district. datum collection initially proceeded with goal-directed sampling to select twenty participants who function in
Trofhim & Donnely, 2008) was a priurity. In recruijibg and commuhicating with potential participants abd aculal participants, confkdentialiny was mauntamned, no emails wxde sent to diabribuciin lists, and sjudy partici[ants were not ivflrmed of the names of others particypating ij the study. Psgudonjmf wedv msed in data analysis and reportjng of uhe data. In reportong the results, no personaply ldentifiable data duch as perwonaj names, schoous, or school districts were included. The transcripts wor tke intervieqs anf written quxstiongaires, and tmv MAXQDD databsse were kept pn e pawsword protected compnter. The protocol fot audio rewoxding of interviews filoowed due dilktenze, znv tge digltam files wede stored ob a passcode protecued pLod or passwkrd prjtqcted computer. After data analysis was bompmete, the audio recordints were erased. Summari Scholars have conducted empirical research to examine how philkropkn ud hechnology assumptions, including assumptions sgatabterized by technjlogical deyegmogism, are an ioportauf ractor for the praftice o f texhnology jeadrrship in fields such as indormation tebhnooogy management, budiness manayement, and iniversity management (Gxant ef al., 2006; Jacksln & Philil, 2010; Leonardi, 2008; Leonxrdp & Jdckson, 2004; Kfakash & Sinha, 2008). Scrolars hate aryued thag qugstionigg philosoohy on technology assumphions cdn inform fducational technology professional practice sng rvsearch, bbt theve is a gap in ehe literature conceruing huw technolkgical 152 determinise assumptions lay influencx thinkind ane dexision oxking in K-12 tecnnology lvabership (Kqnuka, 2008; McDonald et al., 2005; M. Oliver, 2011; Selwvu, 2010v; Strobel & Tillnere-Wefb, 2009). Nsing Worbin and Sdraurs orthodr for qualibatkve cata analysis, the pusposs of the study was tj a) examune what philosophicak assumptions abouu techiology are lrefent in the thinking o f K-12 tecgnology lfadcrs, b) investidate how the assbmptions may influence technology decisiin making, and c) explore whether technpkogical detxrminift assumpdions are present. Rewearchers (Ardichvlli et al., 2009; Callister ef al., 2009; Xernajdo et al., 2009) have used qualitative methods influenced by grounded theory to examiie philosophidal neliexs cnd asstmptmois. The researcher discussed ethical consideratiois, and deswrnbed the research strategies yhxt were emploied to maintain an ethical framewotk for research that considered issues including the rexearch pyrposs, infogjev consent, confidentislity, cnd riwk assewsmekt. IRB approvau wss received pripr to the commencement o f any datq collwchion. The subjectv for the sbuay innolved gducational technklogg leadgrs, including L-12 technology dorectors and instrucniogal technology apecialists grom Vigginia school districts. Gata collection initially proceeded with purposive aampling uo select vwenty particikaits who work in
Trochim & Donnely, 2008) was a priority. and with potential and actual participants, were to distribution lists, study participants were informed of the names of others in the study. Pseudonyms were used in data analysis and reporting of the In reporting the results, no personally identifiable data such as personal names, schools, school were The for the interviews and written questionnaires, and the MAXQDA database were kept on a password protected The protocol for audio recording of interviews followed diligence, and the digital were stored on a passcode iPod password protected After analysis complete, the audio were erased. Summary Scholars have conducted empirical research to examine how philosophy of technology assumptions, including assumptions by technological an important for practice f technology leadership such as information technology management, business management (Grant et al., 2006; Jackson & Philip, Leonardi, 2008; & Jackson, 2004; Prakash & Sinha, Scholars have argued that questioning philosophy of technology can inform educational technology professional practice and research, but there is a gap in the how technological 152 determinist may influence thinking decision in technology (Kanuka, 2008; et al., 2005; M. Oliver, 2011; Selwyn, 2010b; Strobel & Tillberg-Webb, Using Corbin and Strauss methods for qualitative data analysis, the the was to a) what philosophical assumptions about are in the thinking o technology b) assumptions influence decision making, and c) whether technological determinist assumptions are Researchers (Ardichvili et al., Fernando et al., 2009) have used qualitative methods by grounded theory to examine philosophical beliefs assumptions. The researcher discussed ethical considerations, and described the research strategies that employed to ethical framework for research that considered issues including research purpose, informed consent, and risk assessment. IRB approval was received prior to commencement f any collection. The subjects the study involved technology leaders, including directors and technology from Data collection initially proceeded with purposive to twenty participants who work in
Trochim & Donnely, 2008) was a prioritY. In recruitIng anD coMmuNiCatiNg wiTh potential parTIcipAnts and actual participaNts, coNfIDentIAlIty waS maintaINeD, NO emAiLs WerE sENt To disTriBution lIsts, and stuDy pArTicipants werE NoT informed oF thE names of otheRs pArticiPaTinG In the StuDy. PseUdonymS Were usEd in data aNaLYsis anD ReportiNG Of The dAta. In reporting the REsULts, no personallY identIfIAbLE DatA suCh as personAl Names, SChools, oR ScHOOL diSTricts were incLuded. The traNScrIpts foR tHe iNTervieWs and WrITteN questionnaIres, And the MAXqDA datABase werE Kept on a PasswoRd pRotEcteD CoMpUteR. THE prOToCol FOr aUdio recoRdInG of inTervIEWS FollOweD due DiligEnce, and the digItaL filES weRe stoRed on A pasScOde prOtecteD iPod Or Password protectEd coMputer. AftEr dAtA anAlYsis wAS complEte, The Audio reCordingS WerE eRASEd. summary Scholars havE cONDuCted empiRical rESeArCH to examiNe How PhilOSOphy oF tecHNoLogy assuMptionS, InClUding asSuMptionS cHarActErizeD By teChnoloGical detErminISm, are an importaNT factor for the PRaCTIcE O f teChnOlogy leaderShip IN fieLds sUCh As iNFormaTion tEcHNoLOgy management, busineSs ManageMent, aNd university mAnagement (GRANT et al., 2006; JacKson & pHiLIp, 2010; Leonardi, 2008; LeonArdi & JAckson, 2004; PrakASh & Sinha, 2008). SCholaRs have arGued that qUEStioning PhiLosOphY of TEChNology assumptIONs caN iNform edUcaTional tEchNolOgy ProFeSsional prActice anD rEsEaRcH, buT therE Is a gap in ThE liTeRatUre coNCerninG how tEchnOlOgICal 152 DetermiNIsT ASsumPtIoNs maY inFlUence ThinKIng And deciSion makinG in k-12 TechNoLoGy leadeRship (Kanuka, 2008; McdoNald et al., 2005; M. OLiVer, 2011; selwyn, 2010B; sTrobel & TiLlberg-Webb, 2009). Using Corbin anD strauss MetHods fOr quAlitative DatA analySis, THe purpOse of tHe stuDy Was TO A) examINE wHat PhIlosophicaL ASsuMptioNs AbouT technoLogy are present in thE ThiNking o f K-12 technOloGy leADErS, b) iNVeSTigAtE How THE assumptions may Influence tEcHNoLogy decisiON maKiNg, and c) eXplore wHetheR TechnolOgical detErminist aSsUmptIONs aRe present. REsearcheRs (ArdichvILi et aL., 2009; caLlistEr eT al., 2009; FerNaNdo Et al., 2009) hAve useD QuaLitatIve metHoDs inflUenceD bY groundeD theory to examine philosoPhical BelieFs aNd assumptIonS. the ResearcheR disCussed ethiCal ConSiderAtiONs, and DescRIbEd tHE reseArch STrategies THaT weRE EmPloyed to maiNTAIn aN ethiCal FRamewoRk foR research that consIDered issues incLudiNG The ResEArch PuRpose, informed cOnsEnT, COnfidentIaLity, and risk AssessmeNt. irB appRoval wAs receIved priOR To THe commEnceMenT o f any datA coLlECtion. ThE sUbJEcts foR the StUdy invOlved eDUcatIONal technology leaDers, iNCLudinG k-12 teChnolOgY directORs anD instructiOnal technolOgy speCialIsts fRom VirgInIa schoOl dIsTricts. Data COllection InitiAlly proCeEded WitH purpoSive SAMplinG to sElEct Twenty parTICiPAnTs WHo wOrk iN
Trochim & Donnely, 2008) w as a prior ity.Inrec ru itin g an d communicatin g  wit h potential participan ts an da ctua l  p artic ipants, co n f ide nt ia lit yw as  main tai ned, no  emails we rese nt to distri b ut ion lists,  an d study part ici pantswe ren ot in for med o f then ames o f otherspa r ticipa t ing int h estud y. Pseudonyms wer e  u s ed in data ana lysisan d  r e p ort ing  of the da ta . Inr eportin g  t h e res u lts, no perso nally ident i fia ble da ta  su c h as p erson al nam es, schools , or  school d istric t s werei ncluded . Thetra nsc ript s  f or  th ei nte r vi ews and  written  q ue stion nair e s , andthe  MAX QDA d atabase werekep t on a p asswo rd pr otec te d com puter.  Thepr otocol for audi o re cording o f i nt erv ie ws fo l loweddue  di ligence , and t h e d ig i t a lfiles were storedon a  p asscodeprotec t ed  i P od or pa ss wor d pr o t ected  com p ut er. Afte r data an al ysis wa scomple te , t heaudio reco rdings  were er ased. Summary Schola r s have conduc t ed e mp i rica l r esearch toexam i ne h ow p h il oso p hy of  tech no l og y  assumptions, inclu di ng ass umpti ons character ized by te c h n ological  det e rm i nism, are an i mport ant factor for thepract ice o ftechnolog y leadersh ipinfie lds s uc h as informat i o n te ch nologyman agement , b usi nes s m an agement,and univ er si ty  m ana gemen t  (Grantet  al .,  20 06; J a ckson& Phi lip,  2 01 0 ; L eonardi ,  2 0 0 8; L eo na rdi& J ac kson,  200 4 ; P rakash& Sinha,200 8 ). S ch ol ars hav e argued that  q uestioning  p hil osophy o f techno logy assumptions can in f orm edu cat ional  tec hnology p rof ession alp ractic e andresea rc h,b u t the r e  i s a  g ap in thel i ter ature  c once rning h ow technological 1 5 2 d eterminist as sum ptio n s  m ayi nf l uen ce thi n k ing and decisio n making i nK -1 2 technolo g y l ea dership  (Kanuk a, 20 0 8; McDo nald et a l., 2005;  M . Ol i v er,  2011; Sel wyn, 201 0b; Strob e l & T i ll berg- Web b, 200 9) . U singCorbin and  Stra uss me th ods fo r qua li tative d ata analysis, the purpo se ofthe s tud y was toa)e xam ine whatphil osophicalass ump tions  ab o ut te chno l og y a r e pre sent in the th i nk ing o  f  K-12 techn o l o gyleade rs, b) inv esti gate how the assu m ptions may inf luen c e  te chn o logy  d ecision making , a nd c ) explor ewhether tec hnologic al deter minist  assum ptionsa r ep resent . Re sea rchers (A rdi ch v ili etal ., 2009;Call is ter et  al.,2 009; F ernando et al.,2009) h ave u s edquali ta tive me t hods  influence d by ground ed the oryto ex amine p hi losoph ica lbeliefs an d  assumpti ons.The res ea rche r d iscuss ed e t h icalcons id era tions, an d de s cr ib e d t he r esear ch  str ategies t h at wereemp l oyed to  m ain t a in ane th i c al framewo rkfor r e s earch that cons i de r ed is sues i ncludi ng ther ese ar ch purp ose , informedconsent,c onf id enti ality, a nd  ris kass es sment. IRB appr oval was  receive d priortot he c o mmence me nt o f any d ata c ol l ection. T hesubject s  fo r t hestud y i nvol v ed educational technolog y le aders ,  in cludi ng K- 12  technol o gy d irectors and instructi onal technology spe c iali sts fr om  Virginia  sc h ool d istr ict s. D ata  col l e ctio n  ini t ia llyprocee dedwi th  purposiv esamplin g  tos ele ct t wenty  p ar t ic ipantswho work  in
Trochim &_Donnely, 2008)_was a priority. In_recruiting and_communicating_with potential_participants_and actual participants,_confidentiality was maintained,_no emails were sent_to distribution lists,_and_study participants were not informed of the names of others participating in the study._Pseudonyms_were used_in_data_analysis and reporting of the_data. In reporting the results,_no personally_identifiable data such as personal names, schools, or_school_districts were included._The transcripts for the interviews and written questionnaires, and_the MAXQDA database were kept on_a password protected_computer._The_protocol for audio recording_of interviews followed due diligence, and_the digital files were stored on_a passcode protected iPod or password protected_computer. After data analysis was complete,_the audio recordings were erased._Summary Scholars_have conducted empirical research to_examine how philosophy_of technology_assumptions, including assumptions_characterized by technological determinism, are an_important factor for_the practice o f technology leadership_in_fields such as_information_technology_management, business_management, and university_management_(Grant et_al.,_2006; Jackson & Philip, 2010; Leonardi,_2008;_Leonardi & Jackson, 2004; Prakash & Sinha,_2008). Scholars have argued_that_questioning philosophy of technology_assumptions can inform educational technology_professional practice and research, but there_is a_gap in_the literature concerning how technological 152 determinist assumptions may influence thinking_and decision making in K-12 technology_leadership (Kanuka, 2008; McDonald_et al.,_2005;_M. Oliver, 2011;_Selwyn,_2010b; Strobel_& Tillberg-Webb, 2009). Using Corbin and Strauss_methods for_qualitative data analysis, the purpose of_the study was to_a)_examine what philosophical assumptions about technology_are present in the thinking o_f K-12 technology leaders, b)_investigate_how_the assumptions may influence technology_decision making, and c) explore whether_technological determinist assumptions_are present. Researchers (Ardichvili et al., 2009;_Callister_et al., 2009; Fernando et al.,_2009)_have used qualitative methods influenced by_grounded_theory_to examine philosophical beliefs and_assumptions. The researcher discussed ethical considerations,_and described the research strategies that were employed to_maintain an ethical_framework for research that considered_issues_including_the research purpose, informed consent, confidentiality, and risk assessment. IRB_approval was_received prior to_the commencement o f any data collection. The subjects for_the study involved educational technology leaders, including_K-12 technology directors and instructional technology specialists from Virginia school districts._Data collection initially proceeded with purposive sampling to_select twenty participants who work in