 value neutral and Technology raises questions o f human values, with the greater weight given by participants to the latter. Discourse about the inevitability of technological change was a consistent theme in this study, and the category Technological change is inevitable was linked with 30 participants (see Table 5 for coding frequency, and Table 6 for dimensionalized examples). Leonardi (2008) found from a study o f technology managers that a "discourse of inevitability" created an ideological orientation toward technological change (p. 975). The same phenomenon of an ideological orientation toward technological change is evident in this study of educational technology leaders. The implications section for Research Question 2 explains that this ideological orientation toward technological change links with the philosophical response to technology decision making Keep up with technology (or be left behind). The philosophical view that technology causes inevitable change in society is an assumption associated with technological determinism (Leonardi, 2008; Leonardi, 2009). Conclusions pertaining to technological determinism are presented in the implications for Research Question 3. A third broad philosophy of technology was represented by Technological optimism (see Table 7 for coding frequency, and Table 8 for dimensionalized examples). This prevalent category included the widespread property technology advocacy. This study was guided by the humanizing framework for educational technology proposed by Strobel and Tillberg-Webb (2009), which emphasizes critically analyzing whether assumptions about educational technology correspond to utopianism or dystopianism, which are concerned with valuing the results o f technological change. The category 260 Technological optimism is in alignment with the perspective o f technological utopianism, which embraces the promise of technology with optimism, and presents technological innovation as something for the better (Kritt &Winegar, 2010; Strobel & Tillberg-Webb, 2009; Vermaas et al., 2011). The data showed that 11 of the participants expressed simultaneously both optimism and pessimism with regard to technological change (see Table 11 for dimensionalized examples). Research Question 2. The second research question moved from examining what philosophy of technology assumptions are present in thinking, to investigate how assumptions influence decision making about technology. Both the interview and the written questionnaire included questions designed to connect philosophical thinking about technology to educational technology leadership or decision making. Two dominant philosophical approaches were found to be important for educational technology leadership and decision making, Educational goals and curriculum should drive technology, and Keep up with technology (or be left behind). Educational goals and curriculum should drive technology. Educational goals and curriculum should drive technology was a prevalent category (see Table 21 for coding
value neutral and Technology raises questions o f human values, with the great system of weights given by participants to the latter. Discourse about the inevitability of technical change was a consistent theme in this cogitation, and the category Technological change is inevitable was associate with 30 participants (see board 5 for coding frequency, and Table 6 for dimensionalized exercise). Leonardi (2008) establish from a study o f technology director that a " discourse of inevitability " created an ideological orientation toward technical change (p. 975). The same phenomenon of an ideological predilection toward technological variety is evident in this sketch of educational technology leaders. The implications incision for Research Question 2 explains that this ideological orientation toward technological change links with the philosophical response to technology decision making Keep up with technology (or be left behind). The philosophical view that technology causes inevitable variety in club is an assumption consociate with technological determinism (Leonardi, 2008; Leonardi, 2009). Conclusions pertaining to technological determinism are give in the implications for Research Question 3. A third broad philosophy of technology was constitute by Technological optimism (see Table 7 for coding frequency, and Table 8 for dimensionalized examples). This prevailing category included the widespread property technology advocacy. This study was guided by the humanizing model for educational engineering propose by Strobel and Tillberg - Webb (2009), which emphasizes critically analyzing whether assumptions about educational technology correspond to utopianism or dystopianism, which are concerned with valuing the results oxygen f technological variety. The category 260 Technological optimism is in alignment with the perspective o f technological utopianism, which embrace the promise of technology with optimism, and presents technical innovation as something for the better (Kritt & Winegar, 2010; Strobel & Tillberg - Webb, 2009; Vermaas et al. , 2011). The data showed that 11 of the participant expressed simultaneously both optimism and pessimism with gaze to technological change (experience Table 11 for dimensionalized example). Research Question 2. The second research motion moved from examining what philosophy of technology assumptions are present in thinking, to investigate how premise influence decision make about technology. Both the interview and the write questionnaire included questions designed to connect philosophical thinking about technology to educational technology leadership or decision making. Two dominant philosophic approaches were found to be significant for educational technology leadership and decision making, Educational goals and curriculum should drive engineering, and Keep up with technology (or be left behind). Educational goals and curriculum should drive technology. Educational goals and curriculum should drive engineering was a prevalent category (see Table 21 for coding
 vapue neutral and Technolony raises questions o f human values, dith the greater weight givei by partucipants to the latter. Discoursv about tye iievitability of vschnolonncal dmange xas a consistenj theme in tvis study, and dhd eategory Technological change is ineditable wws linked with 30 pagtycipznts (see Table 5 for coding frequendy, and Uable 6 for dimensipnalized examples). Leonardi (2008) foknd from a study o f technoloty mwbagers that x "discourst mf inevitagility" created an ideological ofientction toware recjtological ciange (i. 975). The same pmvnomenot of an ideological ovientetiob toward technologican change is evidenj in this vtbdy of educational texhbologi leagers. Rhe imkliratjons sfctmon for Ressarch Questuon 2 explains that uhif ideological krientwtyon toward technological change links wpth fhe philosophical respobse to technology declsion makyng Keep up with technology (or be left behind). The philkropklgal xuea that technology causes inevitable change in aovivty is an assumptlon associated witn hevrnological dejerminism (Meonardi, 2008; Leonardi, 2009). Conclosions pertainigg tp technological determinism are presentvd ib the implications for Researeh Quextion 3. A third broad philoso'hy of technology was reprsrented by Technouogpcal optimism (see Table 7 for cjding frewueney, and Txble 8 for qimensionapized examples). This prevwlent cdtegory influded the widespread property vxchnology advpcdcy. This stbdy wax guided by tre humanizing yrameworh for educationzl techiology propofed by Stroben and Tillberj-Webb (2009), whych wmphqsizes zfitically analuzing whenhtr assumptuons about educatipnau technology corxtspind to utopianixm ur qydtppydnism, which dre zonzrrned with valuikg ghe tesults o f technolocicam change. The categprn 260 Technooogical jptimism is im alignment with tje pecspectmve o g tgchnological utopianism, which ejbraces tje iromise of teshnooogy with opcimism, and presents technological innovavion as something for jhe better (Kritt &Wineyav, 2010; Strobel & Villbewg-Webb, 2009; Varmaas et al., 2011). The dara showed that 11 on the participants expdessed simuptaneously both optimism and pessimism with regard to technological changw (see Vafle 11 for dijensoonalpzeb eramples). Resxacch Question 2. The second research question moved from exdmnning what philosophy of techmouogy assumptiuns are present in thinkjng, to imvestigate how assumptions inflience decision making abput techbologg. Both the interview and the writtzn quewtionnaure lncluded questkonx fesigned ho cpnuect philosophical thinking about technillgy to educationel technologn ueadetship or decision making. Two fominxnt philosophocal approachex were found to be ikpjrtant for eduxztional techmologi leadership anv decision mdking, Educational goals and curriculum should drive technolofy, and Kcep up with technppogy (or be left behind). Equcationxl goals and curriculum should drive technology. Educational goxls and durriculum shmuld drive technology was a prevauent xategory (sew Table 21 fod codinb
value neutral and Technology raises questions o values, the greater given by participants the of technological change a consistent theme this study, and the category Technological is inevitable was linked with 30 participants (see Table 5 for coding frequency, Table 6 for dimensionalized examples). Leonardi (2008) found from a study o f managers a of created an ideological orientation toward technological change (p. 975). The same phenomenon of an ideological orientation technological change is evident in this study of technology leaders. The implications for Research Question 2 explains this orientation toward change with philosophical response to decision making Keep up with technology (or be left behind). The philosophical view that technology causes inevitable in society assumption associated technological (Leonardi, Leonardi, 2009). Conclusions technological determinism are presented in the Question 3. A third broad philosophy of technology represented by optimism (see Table 7 for coding and Table 8 for dimensionalized examples). This prevalent included the widespread property technology advocacy. This study was guided by the humanizing framework for proposed by Strobel and (2009), which emphasizes analyzing assumptions educational correspond to or dystopianism, which are concerned with valuing the results o f change. The category 260 Technological optimism is in alignment with o technological utopianism, which the promise of technology optimism, presents technological innovation as the (Kritt & 2009; et al., 2011). The showed that 11 of the expressed simultaneously both optimism technological change (see Table 11 for dimensionalized examples). Question 2. The second research question moved examining what philosophy of technology assumptions are present in thinking, to investigate assumptions influence about technology. Both the interview and the written included questions designed to philosophical thinking about technology to educational technology leadership or making. dominant philosophical were found to important for educational leadership and decision goals and should technology, with technology (or be left behind). goals curriculum should drive technology. Educational and drive technology was a prevalent category (see Table 21 for coding
 value neutral and Technology Raises quesTions O f hUmaN vAlueS, witH the greater weiGHt giVen by participants to the LatteR. DIScouRSe About The inevITaBILitY oF tEchNoLOgIcal cHanGe was a cOnsistent tHemE iN this study, anD ThE category TEchNological chaNge Is inevItAblE Was liNkeD with 30 ParticIPants (sEe Table 5 foR cODing frEQuency, aND taBle 6 fOr dimensionalized EXaMPles). Leonardi (2008) foUnd froM a STuDY O f tEchNology manaGeRs thaT A "discouRSe OF INevITability" creatEd an ideologICal OrientAtIon TOward tEchnoLoGIcaL change (p. 975). The Same PhenomenoN of an iDEologicAL orientAtion tOwaRd tEchnOLoGiCal ChANge IS eVidENt iN this stuDy Of EducaTionAL TEChnoLogY leaDers. THe implicationS seCtioN For reseaRch QuEstiOn 2 ExplaIns thaT this IdEological orientAtioN toward teChnOlOgiCaL chanGE links WitH thE philosOphical REspOnSE TO tEchnology decision mAkING KEep up witH technOLoGy (OR be left bEhInd). the pHILosopHicaL ViEw that teChnoloGY cAuSes inevItAble chAnGe iN soCiety IS an aSsumptIon assocIated WIth technologicAL determinism (LEOnARDi, 2008; lEonaRdi, 2009). conclusions PertAIninG to tEChNolOGical DeterMiNIsM Are presented in the imPlIcatioNs for research QuestIon 3. A third bROAD philosoPhy oF TeCHnology was reprEsentEd by TechnoLOgical opTimisM (see TablE 7 for codinG FRequency, And tabLe 8 fOr dIMEnSionalized exaMPLes). THiS prevalEnt CategorY inCluDed The WiDespread pRoperty tEcHnOlOgY adVocacY. this studY wAs gUiDed By the HUmanizIng frAmewOrK fOR edUcationAL tECHnolOgY pRopoSed By strobEl anD tilLberg-WeBb (2009), which emPhaSIzes CrItIcally aNalyzing whethEr AssumptionS aBouT educaTIOnal techNology correspond to utopiANism or dYstOpianIsm, wHich are coNceRned wiTh vALuing tHe resuLts o f TeChnOLOgicaL CHaNge. thE category 260 TECHnoLogicAl OptiMism is iN alignment with the pERspEctive o f technOloGicaL UToPiaNIsM, WhiCh EMbrACEs the promise of tEchnology wItH OpTimism, and pREseNtS technoLogical InnovATion as sOmething fOr the bettEr (kritT &wIneGar, 2010; Strobel & tillberg-webb, 2009; VermaAS et al., 2011). tHe Data sHowEd that 11 Of The PartiCipantS ExpResseD simulTaNeouslY both OpTimism anD pessimism with regard to tEchnolOgicaL chAnge (see TaBle 11 FOr dImensionaLizeD examples). REseArcH QuesTioN 2. the seCond REsEarCH quesTion MOved from eXAmIniNG WhAt philosophY OF TecHnoloGy aSSumptiOns aRe present in thinkiNG, to investigate How aSSUmpTioNS infLuEnce decision maKinG aBOUt technoLoGy. Both the inTerview aNd THe wriTten quEstionNaire inCLUdED questIons DesIgned to coNneCt PHilosopHiCaL ThinkiNg abOuT technOlogy tO EducATIonal technology lEaderSHIp or dECisIon maKiNg. Two doMInanT philosophIcal approacHes werE fouNd to bE importAnT for edUcaTiOnal technoLOgy leaderShip aNd decisIoN makIng, educatIonaL GOals aNd cuRrIcuLum should DRIvE TeChNOloGy, anD Keep Up With TechnologY (Or be left BehINd). EducaTiOnaL GOals anD CuRRIculum shouLd dRive tECHnology. EduCAtioNAl GOals aNd currIculum Should dRIve TeChnologY waS A Prevalent Category (sEE TaBlE 21 for Coding
 value neutral and Technol ogy raises  ques tio nsof hu manvalues, with t h e gr eater weight given byparti ci p ants to  thelatter. Di s c our se  a bou tt he  inev ita bilityof technol ogi ca l change was aconsistent  th eme in thisstu dy, an dthe categ ory  Tech nologi c al cha nge is in ev i tablew as link e d  w ith30 participants ( s ee Table 5 for co ding f re q ue n c y,and  Table 6 f or  dime n sionali z ed e x amp l es). Leonardi  (2008) fou n d f rom ast udy o f te chnol og y  ma nagers that  a " discourse  of in e vitabil i ty" cre ated a n i deo logi c al  o rie nt a tio n  t owa r d t echnolog ic al  chan ge ( p . 9 75).  Th e sa me ph enomenon of a n i deol o gic al or ienta tion  t oward  techn ologi ca l change is evi dent  in thisstu dy  of  e ducat i onal t ech nol ogy lea ders. T h e i mp l i c at ions section for R es e a rc h Questi on 2 e x pl ai n s that t hi s i deol o g icalorie n ta tion tow ard te c hn ol ogicalch ange l in kswit h the phil osophi cal resp onset o technology d e cision making Ke e p  u p  wit h t echnology ( or b e  lef t be h in d). The p hilos op h ic a l view that technol og y caus es in evitable chan ge in soci e t y  is an a ssum p ti o n associated w ith t echnologic a l determ inism  (Leonar di, 2008; L eonardi,  20 09) . C onc l u si ons pertainin g to t ec hnologi cal  determ ini smare  pr es ented inthe impl ic at io ns  fo r Res e arch Que st ion  3 . A  thir d  broad  phil osop hy  o f  te chnolog y  w a s  rep re se nted  by  T echno logi c aloptimis m (see Ta ble 7 fo rco ding fr equency, andTa ble 8 fordi men sional i z ed examp les). This prevalent ca t egory i ncl udedthewidesprea d p ropert y t e chnolo gy adv ocacy .Thi s study w as  gu id ed by theh u man izing  f rame work fo r educational tech n olo gy proposed b y S trob e l  a ndT il l ber g- W ebb ( 2009), which em phasizes c ri t ic ally analy z ing  w hetherassumpt ionsa bout ed ucational  technolo gy  cor r e spo nd to utop ianism o r dystopi a nism, wh ich a reconcer ne d w ith v aluing the  resu lts oftechno logic al  change.  The category 260 Techn ologic al op tim ism is in  al i gnm ent withtheperspectiv e o  ftechn olo g icalutop i an ism ,  whic h em b races the pr omi s e  o f technolog y w ith  opti mis m , andpres ents technologica l  innovation as  som e t hin g f o r th ebetter (Kritt&Wi ne g a r, 2010;  S trobel & Ti llberg-W eb b , 200 9; Ver maas e t al.,2 0 11 ) . Thedata  sh owed that  11  o f  the pa rt ic i pantsexpr es sed si multan e ousl y both optimism an d pes s i mismw ith  rega rd  to tec h nolo gical chan ge (see Tab le 11fordimen sionali ze d exam ple s) . Research Question2. Th e secon drese arc h ques tion m ovedfrom  e xam ining wha t ph i lo so p hyof t echno lo gy a ssumption s  are pre sen t  in thi nk ing , to inv e st i g ate how as sum ption s influenced ecis i on makin g abou t tech nology. Bot hthe int erv i e w and the  writtenq ues ti onna ire incl ud ed q ue sti on s designed to c onnect p hilosoph i c al thi nki n g ab o ut tec hn ology to edu catio na l  techno l o gyleaders h ipordec isio n m akin g . Two dominant philosoph ical  appr o ach es we re fo un d to bei mpor tant for educational t echnology leade r shi p  and  de c is io n making,  Ed u catio nalgoa ls a ndcurr i c ulum shou l ddriv e tech nolo gy ,and Keepup  with t e chno l ogy  (or  be l ef tb eh ind). E ducation al go al s and cur r iculumshou ld  drive techno logy. Educat io nalgoalsa ndcur r i culum should  drive tec hno logy was a  p rev a len t cat egory (see Ta ble  2 1  fo r co di ng
 value_neutral and_Technology raises questions o_f human_values,_with the_greater_weight given by_participants to the_latter. Discourse about the_inevitability of technological_change_was a consistent theme in this study, and the category Technological change is inevitable_was_linked with_30_participants_(see Table 5 for coding_frequency, and Table 6 for_dimensionalized examples)._Leonardi (2008) found from a study o f_technology_managers that a_"discourse of inevitability" created an ideological orientation toward technological_change (p. 975). The same phenomenon_of an ideological_orientation_toward_technological change is evident_in this study of educational technology_leaders. The implications section for Research_Question 2 explains that this ideological orientation_toward technological change links with the_philosophical response to technology decision_making Keep_up with technology (or be_left behind). The_philosophical view_that technology causes_inevitable change in society is an_assumption associated with_technological determinism (Leonardi, 2008; Leonardi, 2009)._Conclusions_pertaining to technological_determinism_are_presented in_the implications for_Research_Question 3._A_third broad philosophy of technology was_represented_by Technological optimism (see Table 7 for_coding frequency, and Table_8_for dimensionalized examples). This_prevalent category included the widespread_property technology advocacy. This study was_guided by_the humanizing_framework for educational technology proposed by Strobel and Tillberg-Webb (2009), which_emphasizes critically analyzing whether assumptions about_educational technology correspond to_utopianism or_dystopianism,_which are concerned_with_valuing the_results o f technological change. The category_260 Technological_optimism is in alignment with the_perspective o f technological_utopianism,_which embraces the promise of technology_with optimism, and presents technological innovation_as something for the better_(Kritt_&Winegar,_2010; Strobel & Tillberg-Webb, 2009;_Vermaas et al., 2011). The data_showed that 11_of the participants expressed simultaneously both optimism_and_pessimism with regard to technological change_(see_Table 11 for dimensionalized examples). Research_Question_2._The second research question moved_from examining what philosophy of technology_assumptions are present in thinking, to investigate how assumptions_influence decision making_about technology. Both the interview_and_the_written questionnaire included questions designed to connect philosophical thinking about_technology to_educational technology leadership_or decision making. Two dominant philosophical approaches were found to_be important for educational technology leadership and_decision making, Educational goals and curriculum should drive technology, and Keep_up with technology (or be left behind). Educational_goals and curriculum should drive technology. Educational_goals and curriculum should_drive_technology was a prevalent category (see Table_21_for_coding