 and 19 participants. Within Consider philosophy o f instructional technology the property technology to engage or motivate students was the most frequent, with 22 coding instances. TS6 wrote, "All our technology initiatives should work towards our goals of student engagement." TS14 wrote, "When I think of adopting a new technology initiative, I think of how engaged the students will be using it." In elaborating on this philosophy, TS14 stated in the interview: A couple years ago I received a grant to purchase and incorporate iPads, and my concern for interesting students influenced my thinking and decision to write the grant. I thought students would be very engaged with something like iPads, helping connect with content. TD11 recalled that in working as a classroom teacher, "I thought about how engaged the students were when I rolled the SMART Board into my classroom." TD11 explained, "This influenced my decision to become part o f technology integration because it meant so much to me to see students so involved." Philosophy o f technology for 21st century skills is influential. There were 10 coding instances for Philosophy o f technology fo r 21st century skills is influential from 7 documents and 5 participants. While limited to five participants, this category also included instances when technology leaders described how this particular philosophy 220 influenced their decisions. For example, in responding to the second interview question, TD11 stated, "It impacts what I buy, what I encourage people to buy, how we do our staff development training, and how I work with the ITRTs in my department, all o f those things." Technology leaders also described how a philosophy of technology centered on 21st century skills influenced interactions and conversations with other educators. TS12 stated, "One o f the things I do when coaching teachers in using technology, is I'm informed by our district's model for 21st century skills. Our philosophy and this model rely on the different components of 21st century skills." Similarly, TS16 stated: I have participated in many conversations around how our students learn and the importance of integrating 21st century skills (or technology) into their instruction. Teachers tend to think they must deliver all of the knowledge and that they must be the experts imparting their wisdom. However, students delve deeper and retain knowledge more when they are the discovers of information. Table 25 displays dimensionalized examples for the categories Consider philosophy o f instructional technology, and Philosophy o f technology fo r 21st century skills is influential. Coded segments from the transcripts for the categories and properties are given. Pseudony
and 19 participants. Within Consider philosophy o f instructional technology the place engineering to lease or motivate students was the most frequent, with 22 code instances. TS6 wrote, " All our engineering initiatives should work towards our goals of scholar betrothal. " TS14 wrote, " When I intend of adopting a new engineering initiative, I think of how engaged the students will be using it. " In elaborating on this philosophy, TS14 state in the interview: A couple years ago I received a concession to purchase and incorporate iPads, and my business for interesting students determine my thinking and decision to compose the grant. I thought students would be very busy with something like iPads, helping connect with content. TD11 recalled that in working as a classroom teacher, " I thought about how engage the students were when I rolled the SMART Board into my classroom. " TD11 explained, " This influenced my decision to become part o f technology integration because it meant thus much to me to see scholar therefore involved. " Philosophy o f engineering for 21st hundred skills is influential. There were 10 coding case for Philosophy o f technology fo r 21st century skills is influential from 7 documents and 5 participants. While limited to five participants, this category also include instances when engineering drawing card described how this particular philosophy 220 influenced their decisiveness. For example, in responding to the second interview question, TD11 stated, " It impacts what I buy, what I encourage multitude to buy, how we act our staff development training, and how I exploit with the ITRTs in my department, all o f those thing. " Technology leadership also identify how a philosophy of technology centered on 21st century skill influenced interactions and conversations with other educators. TS12 stated, " One o f the things I do when coach teachers in using engineering, is I'm informed by our district's model for 21st century skills. Our philosophy and this model trust on the different components of 21st century skills. " Similarly, TS16 stated: I have participated in many conversations around how our student memorize and the importance of integrating 21st century skills (or technology) into their instruction. teacher tend to think they must deliver all of the knowledge and that they must be the expert imparting their wisdom of solomon. However, students delve deeper and retain knowledge more when they are the discovers of information. Table 25 displays dimensionalized examples for the category Consider philosophy o f instructional engineering, and Philosophy o f technology fo r 21st century skills is influential. Coded segments from the transcripts for the categories and properties are given. Pseudony
 anf 19 participants. Within Cunsider philosokht o f mnstrucfional tdchnology the property technlligy ti engage or motivate sgudents wws the mist hrequent, with 22 coding instancea. TS6 crite, "All our teghnology inhtiatives shound wlrk towards our goals of student endagemeny." HS14 wrote, "When Y thpnh of adopting a new technology initiatjve, I tiink of how engsged the students will be ksinh it." In elaboratinh on this pyilofiphy, TS14 statdd in the puterview: A douple years ago I received a gfant co purchase abd ltcorporate mPads, wnd my concevm for hnteresying students lnfluxncee my thinking and decmsion to write the gtant. I thoggkt students would be ceey encageg wigy sumeuhiig mike iOada, helping donnect wity content. TD11 recalltd eyat in workinf as a cjassroom teacher, "I thought about how encagsd the students were whwn I rolled the SMART Board ineo my classroom." TD11 explained, "This influenced my dacisikv ti necoow oart o f technology integration because it mewht sp much to me tj see studemtd xj involved." Phklosopkg k f technology for 21st cenjury sjills is ynfliential. There were 10 coding unstances fog Phulosophy o f technllogy fo r 21rt cgntury skills is influential yrom 7 socuments ajd 5 partidkpants. While limktec do five kxrticipants, this sategory elso nncluded insjances rhen technllogy leaders described jow tkis pdrticular ohilosophy 220 influenced their dermsions. For exsm[le, in respjndinn to the second interview quextion, TB11 statdd, "It impabts what M buy, what I encourage pemkle to buy, hox we do otr sraff develoooent training, snd how I work with the ITRTs in my dcpartosnt, all o f thowe uhungs." Technologu ldadqrd elso qascribed how a pfiluxophy of technoliey crntered on 21st centurf skjlls influenced inyevactions qnd convqrsations witn other educators. US12 staved, "Onx o f yhe things I do when coaching teadhers in ksikg technology, is L'm igformed by our district's model for 21st century skiols. Our philosophi and this model rely pn the diffxrent somponentv of 21st century skilos." Similarly, TS16 suated: I have participatsd in kany fonversations around how our students learn and the importance of integraring 21sv sentury skimls (pr tebhnjkogy) igto vhxir instruction. Tvachers tend to think they must veliver aln jf the knowledge and that thry must be the gxperts imparting their wiadom. Howrver, students delve deeper and tetain knowledge more whcn they aee ths discoverr of information. Tsble 25 bisplats dimebsiokalized examplds gov the catehorits Cknsider philosophy o f instructiinal twcjnology, and Philmsophy o f beghnolofy fo t 21st century skilms ia infloential. Coded xegments from yhe transcripts for nhe categories ane properties sre givvn. Pseudony
and 19 participants. Within Consider philosophy o technology property technology engage or motivate with coding instances. TS6 "All our technology should work towards our goals of engagement." TS14 wrote, "When I think of adopting a new technology initiative, I of how engaged the students will be using it." In elaborating on this TS14 in interview: couple years ago I received a grant to purchase and incorporate iPads, and my concern for students influenced my thinking and decision to write grant. I thought students be very engaged with something iPads, connect with TD11 that working as a teacher, "I thought about how engaged the students were when I rolled the SMART Board into my TD11 explained, my decision become o technology integration because so much to me to see Philosophy o f technology for 21st century skills influential. There 10 coding instances for Philosophy o technology fo r 21st century skills is influential 7 documents and 5 participants. While limited to five participants, this category also included instances leaders described how this philosophy 220 influenced decisions. example, responding the second question, TD11 stated, "It impacts what I buy, what I encourage to buy, how we do our staff development training, and work the ITRTs in department, all o f things." leaders also described how of centered skills interactions conversations with other educators. stated, "One o f the I do when coaching I'm informed by our district's model for 21st skills. Our philosophy and this model rely the different components of 21st century skills." Similarly, TS16 stated: I have in many how our students learn and the importance of 21st century skills (or into their instruction. Teachers tend to think they must all the knowledge that they must the experts imparting wisdom. However, students and retain more they of information. Table 25 displays dimensionalized for categories Consider philosophy o f technology, o f technology fo r 21st century skills is influential. Coded segments from the transcripts categories and properties are Pseudony
 and 19 participants. Within ConsIder philosOphy o F inStrUcTionAl teChnology the proPErty Technology to engage or moTivatE sTUdenTS wAs the Most freQUeNT, WitH 22 cOdIng InSTaNces. Ts6 wrOte, "All oUr technoloGy iNiTiatives shouLD wOrk towards Our Goals of studeNt eNgagemEnT." TS14 WRote, "WHen i thinK of adoPTing a nEw technolOgY InitiaTIve, I thiNK Of How eNgaged the students WIlL Be using it." In elaBoratiNg ON tHIS phIloSophy, TS14 staTeD in thE InterviEW: A COUPle YEars ago I receiVed a grant to PUrcHase anD iNcoRPorate IPads, AnD My cOncern for inTereSting studEnts inFLuenced MY thinkiNg and dEciSioN to wRItE tHe gRaNT. I tHOuGht STudEnts woulD bE vEry enGageD WITH somEthIng lIke iPAds, helping conNecT witH ConTent. Td11 recaLled ThAt in wOrking As a clAsSroom teacher, "I thOughT about how EngAgEd tHe StudeNTs were WheN I rOlled thE SMART BOArd InTO MY cLassroom." TD11 explaineD, "THIS iNfluenceD my decISiOn TO become pArT o f TechNOLogy iNtegRAtIon becauSe it meANt So Much to mE tO see stUdEntS so InvolVEd." PhIlosopHy o f techNologY For 21st century skILls is influentIAl. tHErE Were 10 CodIng instanceS for pHiloSophY O f TecHNologY fo r 21sT cENtURy skills is influentiAl From 7 doCumenTs and 5 participAnts. While lIMITed to fivE parTIcIPants, this categOry alSo included INstances When tEchnologY leaders dESCribed hoW thIs pArtIcuLAR pHilosophy 220 inflUENced ThEir deciSioNs. For exAmpLe, iN reSpoNdIng to the sEcond intErViEw QuEstIon, TD11 STated, "It iMpActS wHat i buy, wHAt I encOuragE peoPlE tO Buy, How we do OUr STAff dEvElOpmeNt tRaIning, And hOW I wOrk with The ITRTs iN my DEparTmEnT, all o f tHose things." TecHnOlogy leadeRs AlsO descrIBEd how a phIlosophy of technology cenTEred on 21sT ceNtury SkilLs influenCed InteraCtiONs and cOnversAtionS wIth OTHer edUCAtOrs. tS12 Stated, "One o F THe tHings i dO wheN coachiNg teachers in using tEChnOlogy, is I'm infoRmeD by oUR DiStrICt'S ModEl FOr 21sT CEntury skills. Our Philosophy AnD ThIs model relY On tHe DiffereNt compoNents OF 21st centUry skills." similarly, tS16 StatED: i haVe participAted in maNy conversATions ARoUnd hoW ouR studeNtS leArn anD the imPOrtAnce oF integRaTing 21st CentuRy Skills (or Technology) into their instRuctioN. TeacHerS tend to thInk THey Must delivEr alL of the knowLedGe aNd thaT thEY must Be thE ExPerTS impaRtinG Their wisdOM. HOweVER, sTudents delvE DEEpeR and rEtaIN knowlEdge More when they are thE Discovers of infOrmaTIOn. TAblE 25 DispLaYs dimensionaliZed ExAMPles for tHe Categories COnsider pHiLOsophY o f insTructiOnal tecHNOlOGy, and PHiloSopHy o f technOloGy FO r 21st cenTuRy SKills iS infLuEntial. coded sEGmenTS From the transcripTs for THE cateGOriEs and PrOpertieS Are gIven. PseudoNy
 and 19 participants. With in Conside r phi los oph yo finst ructional tech n olog y the property technol ogy t oe ngag e  o r mot ivate s t ud e n tswa sthe  m o st  freq uen t, with  22 coding  in st ances. TS6 w r ot e, "All ou r t echnology in iti atives  s hou l d wor k t oward s ourg oals o f student  e n gageme n t." TS1 4 wr ote,  "When I think of ad o pting a new te chnolo gy in i t iat ive , I thinkof  howe ngagedt he s t ude n ts will be us ing it." In ela borati ng  on this p hilos op h y,TS14 stated  inthe inter view:A  couple years a go I r ece ive d ag ra nt  to  p u rch a se  an d  in corporat eiP ads,andm y c once rnforinter esting studen tsinfl u enc ed my  thin king  a nd de cision  to w ri te the grant. I  tho ught stud ent swou ld  be v e ry eng age d w ith som ethingl ike  i P a d s,  helping connect w it h co ntent. T D11 re c al le d  that in  w ork inga s  a cl assr o om  teacher , "I t h ou gh t about  h ow eng ag edthe  stud e ntswere w hen I ro lledt he SMART Board into my class r oo m . "T D11exp lained, "Th is i n flue nced my  de c ision  to b ec o me part o f technology  i ntegra tionbecause it me ant so muc h t o me tosees tu d ents so involv ed."Philosophy o f tech nolog y for 21 st centur y skills i s i nfl uen tia l .  T here were 10c o ding  i nstance s f or Phil oso phy  of t ec hnology f o r 21st  c en tu ry  sk illsi s influe nt ial  f rom  7 do c uments  and5 pa rt ic i pan ts. Whi l el i mite dto  fiv e p ar ticip ants ,  th is cate gory also  in c lude din stances  when technol og y leadersde scr ibed h o w  this pa rticular philosophy 220 influen ced  thei r de cisions.For  examp le, in res pondin g toth e s e c ond i n t er vie wquestion,T D 11state d,  "It  impact s what I buy, what I e ncourage peop leto b u y ,how we doou r  st a f f development t raining, a nd ho w I work w i thth e ITRTs  in mydepar t ment, a ll o f th ose thing s. " Te c h nol ogy leader s also d escribedh ow ap hi losop hyof tec hn olo gy ce ntered on21stcentur yskills  infl ue nced int eractions and conversat ions w ith o the r educato rs. TS1 2 stated,  "On e o f thethi ngs  I do  wh e n coa chin g  t eac h ers i n us i ng techno l og y,i s  I 'm informed b y  ou r dis tri c t's mo delfor 21st centurys kills. Our phi loso p h y a ndt hismo del rely on th e d if f e rent com po nents of 21 st centu ry skill s." Si milarl y, TS16 s ta t ed: Ihave  pa rticipate d i nm any con ve rs a tionsarou nd  how o ur stu d ents l earn and the imp ortan c e  of i n teg ratin g21st ce n tury  skills (o r technolog y) int o th eir i nstruct io n. Tea che rs  tend to t h ink theymustdeliver  a ll o f t he kno wled g e  andthat  t hey  must bet h ee xp er t s i mpar tingth eirwisdom. H o wever, s tud e nts del ve  de e p er and re t a in knowled gemorew h en they ar e  the di s cover s of i nforma tion. T a ble  2 5 displ ays d imensiona lized exa m ple sforthe cate go ries  C ons id er philosophy o  f instr uctional t echnol ogy ,  and Philos op hy o f techn ology  f o  r 21st c ent ury ski l lsisinf luen tia l. C o ded segments from the tr ansc ripts for  thecateg or ies andp rope rties ar e  given. Pseud ony
 and_19 participants._Within Consider philosophy o_f instructional_technology_the property_technology_to engage or_motivate students was_the most frequent, with_22 coding instances._TS6_wrote, "All our technology initiatives should work towards our goals of student engagement." TS14_wrote,_"When I_think_of_adopting a new technology initiative,_I think of how engaged_the students_will be using it." In elaborating on this_philosophy,_TS14 stated in_the interview: A couple years ago I received a_grant to purchase and incorporate iPads,_and my concern_for_interesting_students influenced my thinking_and decision to write the grant._I thought students would be very_engaged with something like iPads, helping connect_with content. TD11 recalled that in_working as a classroom teacher,_"I thought_about how engaged the students_were when I_rolled the_SMART Board into_my classroom." TD11 explained, "This influenced_my decision to_become part o f technology integration_because_it meant so_much_to_me to_see students so_involved."_Philosophy o_f_technology for 21st century skills is_influential._There were 10 coding instances for Philosophy_o f technology fo_r_21st century skills is_influential from 7 documents and_5 participants. While limited to five_participants, this_category also_included instances when technology leaders described how this particular philosophy 220_influenced their decisions. For example, in_responding to the second_interview question,_TD11_stated, "It impacts_what_I buy,_what I encourage people to buy, how_we do_our staff development training, and how_I work with the_ITRTs_in my department, all o f_those things." Technology leaders also described_how a philosophy of technology_centered_on_21st century skills influenced interactions_and conversations with other educators. TS12_stated, "One o_f the things I do when coaching_teachers_in using technology, is I'm informed_by_our district's model for 21st century_skills._Our_philosophy and this model rely_on the different components of 21st_century skills." Similarly, TS16 stated: I have participated in_many conversations around_how our students learn and_the_importance_of integrating 21st century skills (or technology) into their instruction._Teachers tend_to think they_must deliver all of the knowledge and that they must_be the experts imparting their wisdom. However,_students delve deeper and retain knowledge more when they are the_discovers of information. Table 25 displays dimensionalized examples_for the categories Consider philosophy o f_instructional technology, and Philosophy_o_f technology fo r 21st century skills_is_influential._Coded_segments from the_transcripts for the_categories and properties_are given._Pseudony