 causes social change and social factors shape technology 69 Social factors shape technology 15 Philosophy of technology influenced by philosophy of education 59 Technology is integral to our lives 23 Technological optimism 137 Technological optimism and pessimism (both present) 19 Technological pessimism 14 Optimistic about life in general 5 Make an informed decision about technology other considerations outside of philosophy of technology 351 Two of the these categories, Optimistic about life in general, and Make an informed decision about technology other considerations outside o f philosophy o f technology, encompassed coding instances from the transcripts in which participants shared information that was outside the purview of philosophy technology and the study's research questions. For example, within the category Make an informed decision about technology other considerations outside ofphilosophy o f technology, there were coding instances for properties such as consider factors associated with implementing technology, and get advice from others. These codes were useful for faithfully coding 159 data from the transcripts. However, since these codes and coding instances do not pertain to the study's research questions, they are not reported or discussed in Chapter 4. Results fo r Research Question 1. What broad philosophy of technology assumptions are present in the thinking of K-12 technology directors and instructional technology specialists? The researcher framed the first research question broadly so that the study would be open to any philosophical assumptions about technology present in the thinking of technology leaders. The research findings include seventeen categories representing broad philosophy of technology assumptions present in the thinking of participants. Among these philosophies, five were philosophies of technology that were influential for making decisions about educational technology, including the core category for the study, Keep up with technology (or be left behind). The findings for these philosophies concerned with educational technology decision making are covered in the section for Research Question 2. The study found that several philosophical assumptions characterized by technological determinism were present in the technology leaders' thinking or decision making. Categories pertinent to technological determinism included Technology causes social change, Both technology causes social change and social factors shape technology, and Technology causes unintended consequences. The findings for these categories are presented in the section for Research Question 3. Technology is a tool. The results show that the perspective Technology is a tool was a prevalent philosophy of technology. The 203 code instances for this category were distributed among 40 of the 61 documents, with coding instances from 27 of the 31 participants. Participants often described how their philosophy of technology was 160 characterized by an instrumental view o f technology as a tool. For example, in responding to the first interview question, TS7 stated, "One philosophical belief
causes social change and social factors shape engineering 69 Social divisor shape technology 15 doctrine of technology determine by philosophy of department of education 59 Technology is built-in to our lives 23 Technological optimism 137 Technological optimism and pessimism (both present) 19 Technological pessimism 14 Optimistic about life sentence in general 5 Make an informed decisiveness about technology other considerations outside of philosophy of technology 351 Two of the these categories, Optimistic about animation in general, and Make an informed decision about engineering other considerations outside oxygen f philosophy oxygen f technology, encompassed coding instances from the transcripts in which participants share information that was outside the purview of philosophy technology and the study's inquiry question. For example, within the category Make an informed decision about technology other considerations outside ofphilosophy o f technology, there embody coding instances for place such as think factors associated with implementing technology, and get advice from others. These codes were useful for faithfully gull 159 data from the transcripts. However, since these codes and coding instances do not pertain to the discipline's research questions, they are not reported or discussed in Chapter 4. Results fo r Research Question 1. What wide philosophy of technology assumptions are present in the thinking of K-12 technology directors and instructional engineering specialists? The researcher framed the first research question broadly so that the study would be open to any philosophical assumption about technology present in the thinking of engineering leaders. The research findings include seventeen categories represent broad doctrine of technology assumptions present in the thinking of participant. Among these philosophies, five were philosophies of engineering that were influential for making decisions about educational technology, including the core category for the study, Keep up with technology (or be left behind). The findings for these philosophies refer with educational technology decision qualification are covered in the section for Research Question 2. The sketch found that several philosophical assumption characterized by technological determinism were present in the technology leaders' thinking or decision making. Categories apposite to technological determinism included Technology causes social change, Both technology causes social change and social factors human body technology, and Technology causes unintended consequences. The determination for these class are presented in the section for Research Question 3. Technology is a instrument. The results show that the perspective Technology is a tool was a prevalent philosophy of engineering. The 203 code instances for this category were distributed among 40 of the 61 documents, with coding instances from 27 of the 31 participants. Participants often described how their philosophy of technology was 160 characterized by an instrumental view o f technology as a tool. For example, in react to the first consultation question, TS7 stated, " One philosophical belief
 cakses social change and sucial factors skqpe terhnologg 69 Sociau factors shape technology 15 'hilisopht of technology influevced by pjilosopht of wducation 59 Technology is lntegxao to our lives 23 Technolocical optimism 137 Geehnological optimism and pessimism (bjth prexejt) 19 Technologisal kesfimiam 14 Optimistic about life in generzl 5 Makt an informed decixion about technology otheg cojsiderations outsife of philowophr of technoloey 351 Two of the these cztegories, Optimistic about life in gzneral, and Naje wt informed vecisijn about tecmmology other vonsiderations ouvsidw o f philosophy o f vechnology, encompassgd coding hnatances from the rrqnscrhpts in dyicf pzrvicjpants shered informztion that qas outside the purfiqq of philosopgy tecrnjlogy and the study's research questions. Fod example, within the caregory Make an informgd decisiog about technology other considerations outside oxphilkropkn u f technology, there were coding instances for pwkptrtpes such as consiber factors assoviwtrq with implemgnting cscgnology, and get adgice frjm otyers. Thest codrs were useful for faithfuloy coding 159 dcta from the transcri'ts. However, rincg thesr codes and coding instcnces so not pertwin to ths study's research quvstimns, they are not reported jr discuswed nn Chaptdr 4. Tesults fo r Resewrch Question 1. What broaf phipovophy of tfchnology assumptions are preseiv in the thinlitg mf K-12 tecknologn directors and instructional technojogy rpecialista? The rxsearcher frwmed the firsd research quxstion brjadlt so that tfd study would ne open to any philisophical assumptipns zbout technologv krwsent in the tninyind lf tqwhnology leagers. Thd resexrch findinns knclide seventeen categosies representing broac ihilosophi of techgology assumpyions present in tje thmnking of psrtycipants. Among these philosophjes, five aerc philosophief of technology chat were influential for making decisiois about educational tgchnology, including tke core categpry fjr the stgdy, Keep up with tecynology (or be lefu behind). The findings fkr theve phllosophies concerned with educational technology decision making are coveeed in the section for Resedreh Auestijn 2. Vhx study found than several philosophical assumptiuns chardccerized by technological detetmknism were prgsent in the technology lezders' thonking or decision making. Categpries pertinent to technplogical detedminism inrluded Technology caises smcial change, Botm technology cxusrs social cjangt anb social factors shape technology, and Twcjnology causes uiintended cokstquencea. The sindings for theae czhegorkes are presemted in the sevtion for Research Qleseion 3. Technolotj is a tool. Tne resunts show thav the perspewtive Technology is a tool was a prevalent philosopgy of tecgnology. Bhe 203 code instancgs for this category werc diseributed among 40 of tve 61 documents, with coding instances from 27 oh the 31 pagticipznts. Participdnts often describtd mow their ihilosiphy of tecynology was 160 charavtqrizeb by an instrumental vies m f techuoluey as a jool. For examkle, in responging to the first interview question, TS7 stated, "One philosophical belief
causes social change and social factors shape Social shape technology Philosophy of technology 59 is integral to lives 23 Technological 137 Technological optimism and pessimism (both 19 Technological pessimism 14 Optimistic about life in general 5 Make an informed about technology other considerations outside of philosophy of technology 351 Two of the categories, about in and Make an informed decision about technology other considerations outside o f philosophy o f technology, coding instances from the transcripts in which participants information that was outside purview of philosophy technology and study's questions. For within category an informed decision technology other considerations outside ofphilosophy o f technology, there were coding instances for properties such as consider associated with and get from These were useful for 159 data from the transcripts. However, and coding instances do not pertain to the research questions, are not reported or discussed in 4. Results fo r Research Question 1. What philosophy of technology assumptions are present in the thinking of K-12 technology directors and instructional The researcher framed the research question broadly that study be to any assumptions about technology present in the thinking of technology leaders. The findings include seventeen categories representing broad philosophy of technology assumptions the of participants. Among philosophies, five were philosophies technology were influential for making educational including for study, up with technology (or left behind). The findings for philosophies concerned with educational in the section for Research Question 2. The found that several philosophical assumptions characterized by determinism were present in the technology leaders' thinking or decision making. Categories to technological Technology causes social change, Both technology causes social and social factors shape and Technology causes unintended consequences. The findings for these are in the for Research Question Technology is a The results show perspective Technology a was of technology. The 203 code instances this were distributed among 40 of 61 coding instances from 27 of the 31 participants. Participants often described how their philosophy of 160 characterized by an view f technology as a tool. For example, in responding to the first TS7 stated, "One
 causes social change and sociAl factors sHape tEchNolOgY 69 SocIal fActors shape tecHNoloGy 15 Philosophy of technoloGy infLuENced BY pHilosOphy of eDUcATIon 59 teChNolOgY Is IntegRal To our liVes 23 TechnolOgiCaL optimism 137 TecHNoLogical optImiSm and pessimiSm (bOth preSeNt) 19 TEChnolOgiCal peSsimisM 14 optimiStic about LiFE in genERal 5 Make AN InFormEd decision about teCHnOLogy other consiDeratiOnS OuTSIde Of pHilosophy oF tEchnoLOgy 351 Two oF ThE THEse CAtegories, OptiMistic about LIfe In geneRaL, anD make an InforMeD DecIsion about tEchnOlogy otheR consiDErationS Outside O f philOsoPhy O f teCHnOlOgy, EnCOmpASsEd cODinG instancEs FrOm the TranSCRIPts iN whIch pArticIpants shared iNfoRmatIOn tHat waS outsIde tHe PurviEw of phIlosoPhY technology and tHe stUdy's reseaRch QuEstIoNs. For EXample, WitHin The cateGory MakE An iNfORMEd Decision about technOlOGY oTher consIderatIOnS oUTside ofpHiLosOphy O F TechnOlogY, ThEre were cOding iNStAnCes for pRoPertieS sUch As cOnsidER facTors asSociated With iMPlementing techNOlogy, and get adVIcE FRoM OtheRs. THese codes weRe usEFul fOr faIThFulLY codiNg 159 datA fROm THe transcripts. HoweveR, sInce thEse coDes and coding iNstances do NOT Pertain tO the STuDY's research quesTions, They are not REported oR discUssed in CHapter 4. ResULTs fo r ResEarCh QUesTioN 1. wHaT broad philosoPHY of tEcHnology AssUmptionS arE prEseNt iN tHe thinkinG of K-12 techNoLoGy DiRecTors aND instrucTiOnaL tEchNologY SpeciaLists? the rEsEaRCheR framed THe FIRst rEsEaRch qUesTiOn broAdly SO thAt the stUdy would bE opEN to aNy PhIlosophIcal assumptioNs About technOlOgy PresenT IN the thinKing of technology leaders. tHe reseaRch FindiNgs iNclude sevEntEen catEgoRIes repResentIng brOaD phILOsophY OF tEchNoLogy assumpTIOns PreseNt In thE thinkiNg of participants. AmONg tHese philosophIes, Five WERe PhiLOsOPhiEs OF teCHNology that were iNfluential FoR MaKing decisiONs aBoUt educaTional tEchnoLOgy, inclUding the cOre categoRy For tHE StuDy, Keep up wiTh technoLogy (or be lEFt behINd). the fiNdiNgs for ThEse PhiloSophieS ConCerneD with eDuCationAl tecHnOlogy decIsion making are covered in The secTion fOr REsearch QuEstIOn 2. THe study foUnd tHat several PhiLosOphicAl aSSumptIons CHaRacTErizeD by tEChnologicAL dEteRMInIsm were presENT In tHe tecHnoLOgy leaDers' Thinking or decisioN Making. CategoriEs peRTIneNt tO TechNoLogical determiNisM iNCLuded TecHnOlogy causes Social chAnGE, Both TechnoLogy caUses socIAL cHAnge anD socIal Factors shApe TeCHnology, AnD TEChnoloGy caUsEs uninTended COnseQUEnces. The findings For thESE cateGOriEs are PrEsented IN the Section for research QueStion 3. TEchnOlogy Is a tool. thE resulTs sHoW that the peRSpective TEchnoLogy is a ToOl waS a pRevaleNt phILOsophY of tEcHnoLogy. The 203 coDE InSTaNcES foR thiS cateGoRy weRe distribUTed among 40 Of tHE 61 documeNtS, wiTH Coding INsTANces from 27 of The 31 PartiCIPants. PartiCIpanTS oFTen deScribeD how thEir philOSopHy Of technOloGY Was 160 characTerized by AN inStRumeNtal view O f TechNoLogY aS a tool. For examplE, in respoNding to tHE First iNteRView QUestioN, Ts7 stated, "One phIlosoPhICal beliEF
 causes social change andsocial fac torssha pete chno logy  69 Social fac t orsshape technology 15 Ph iloso ph y  oft ec hnolo gy infl u en c e d b yph ilo so p hy  of e duc ation 5 9 Technolo gyis  integral to ou r lives 23  Te chnologicalopt imism13 7 T e chnol ogi cal o ptimis m  and p essimism(b o th pre s ent) 19 T ec hnol ogical pessimism1 4O ptimistic abou t life  i n  g e n era l 5  Make an i nf ormed decisio n  a b o u t t e chnology othe r considera t ion s outs id e o f  philo sophy  o f  te chnology 35 1 Tw o of thethesec ategori e s, Opti mistic  ab out  lif e  i ngen er a l,a nd  Ma k e a n inform ed  d ecisi on a b o u t  tec hno logy  othe r considerati ons  out s ide  o fphilo soph yo f t echnol ogy,en compassed codin g in stances f rom  t hetr anscr i pts in  wh ich  partic ipantss har ed i n fo rmation that was o ut s i de  the pur view o f  p hi l osophy t ec hno logy a nd th e st u dy 's resea rch qu e st io ns. For  e xample ,wit hin  thec ateg ory Ma ke an in forme d  decision abou t  technology o t he r co n side rat ions outsid e of p hilo soph y  o  ft echno logy,  t h er e  were coding instan ce s forprope rties such as  considerf a c tors ass ocia t ed with implement ing t echnology, and getadvic e from o thers. Th e s e codeswer e u sef ulf o rfaithfully co d i ng 1 59  data f rom  the tr ans cri pts . H ow ever, sin ce these  c od es  a ndcodin g  instanc es  do  n otperta i n to t he st udy' sre s ear ch ques t io n s , th ey  a re n otre porte d or dis cussedin Chapte r 4 .  Res ul ts  fo r R esearch Quest io n 1. Whatbr oad  philo s o phy of t echnology assumptions a r e prese ntin th e th inking of  K- 12 tec hno l ogy di rector s and  i nst r u ction a l  t ech no logy speci a l ist s? Th erese archerframed the first r e sea rch questionbro adly s otha t  t h e s tu d y w o u ld be open to a ny philoso ph i ca l assumpti o nsab out tec hnology  pres e nt in t he thinki ng of tec hn olog y lea ders. Theresearch  findings inclu d eseven tee n cate go rie s rep resent i ngbroad  philo so phy of  tech no logy ass umptions present in the  think ing o f p articipan ts. Amo ng thesephil osophies,fiv e w ere p hil o sophi es o f  t ech n ology  tha t  were inf l ue nti a l  f or making d e c i sio ns ab out educat iona l technology, inc l uding the core  cat e g ory  fo r  the  s tudy, Keep upwit ht e chnology  ( or be leftbehind).  T h e fin dingsfor th ese phi l o so p hies c once rne d with ed uca ti o nal tec hn ol o gy dec isio nmaking  are c o vere d in the section f or Re s e archQ ues tion2.  The st u dy f ound thatseveral phi losoph ical  assu mptions  c haract eri ze d by techn o logical d eterm inism w er e pr ese nt inthet e chnol ogyle ade rs' think i n go rde c isi on m aking .Cate gories pe r tinent t o t e chnolog ic ald e termin i sm i ncluded Te chn ology c auses soci a l ch a ng e , Bot h tech nology  causes soc ia l chang e a n d  social f actors sh a pete chno logy, an dTech no log ycauses unintend ed conse quences. T he fin din g s fo r  these  c ategories ar e pre se n ted int h e s ectionf orRes ear ch Q ues tion 3. Technology is a tool.  The  resu l tsshowthatth e perspe c tive  Technol o gy is a toolwas a prevalent phi l osop hyo fte chnology.  Th e  203code  in stan ces  for t hisc ateg o ry  wer e dist ribu te damong 40of  the 61 docu m ent s, w ith c od in g  i nstance s from 2 7 ofth e 31 part i cipants . Pa rt icipants ofte n describedho w th eir ph i los oph y of technolog y was 160cha racterized  b y a n  in strum ental view of t ec h nol ogyas  a too l. For e xample , in r espon dingto t he fi rst in ter vie w qu es tion ,  TS7 st ated, "One p h il osophic al be lief 
 causes_social change_and social factors shape_technology 69_Social_factors shape_technology_15 Philosophy of_technology influenced by_philosophy of education 59_Technology is integral_to_our lives 23 Technological optimism 137 Technological optimism and pessimism (both present) 19 Technological_pessimism_14 Optimistic_about_life_in general 5 Make an_informed decision about technology other_considerations outside_of philosophy of technology 351 Two of the_these_categories, Optimistic about_life in general, and Make an informed decision about_technology other considerations outside o f_philosophy o f_technology,_encompassed_coding instances from the_transcripts in which participants shared information_that was outside the purview of_philosophy technology and the study's research questions._For example, within the category Make_an informed decision about technology_other considerations_outside ofphilosophy o f technology,_there were coding_instances for_properties such as_consider factors associated with implementing technology,_and get advice_from others. These codes were useful_for_faithfully coding 159_data_from_the transcripts._However, since these_codes_and coding_instances_do not pertain to the study's_research_questions, they are not reported or discussed_in Chapter 4. Results_fo_r Research Question 1._What broad philosophy of technology_assumptions are present in the thinking_of K-12_technology directors_and instructional technology specialists? The researcher framed the first research question_broadly so that the study would_be open to any_philosophical assumptions_about_technology present in_the_thinking of_technology leaders. The research findings include seventeen_categories representing_broad philosophy of technology assumptions present_in the thinking of_participants._Among these philosophies, five were philosophies_of technology that were influential for_making decisions about educational technology,_including_the_core category for the study,_Keep up with technology (or be_left behind). The_findings for these philosophies concerned with educational_technology_decision making are covered in the_section_for Research Question 2. The study_found_that_several philosophical assumptions characterized by_technological determinism were present in the_technology leaders' thinking or decision making. Categories pertinent to_technological determinism included_Technology causes social change, Both_technology_causes_social change and social factors shape technology, and Technology causes_unintended consequences._The findings for_these categories are presented in the section for Research Question_3. Technology is a tool. The results_show that the perspective Technology is a tool was a prevalent_philosophy of technology. The 203 code instances for_this category were distributed among 40 of_the 61 documents, with_coding_instances from 27 of the 31 participants._Participants_often_described_how their philosophy_of technology was_160 characterized by_an instrumental_view o f_technology as_a tool. For_example,_in responding to the first interview question, TS7 stated, "One philosophical belief