 clearly defining the desired educational outcomes and ends that are expected for it. The researcher anticipated that empirical data from the qualitative study would serve to generate conceptual themes to better explain how philosophy o f technology assumptions influence the thinking and decision making of K-12 technology leaders. Theory generated from empirical data and qualitative analysis would constitute a substantive theory, meaning a theory derived from the substantive area (Corbin & Strauss, 2008) that applies to the data while being independent of it (Urquhart et al., 2010). The study's findings and conclusions, including a substantive theory about technology leaders' philosophy of technology, are presented in Chapter 4 and Chapter 5. A researcher integrating theory should place theory within the context of other theories (Urquhart et al., 2010), so the study's data analysis considered theory from the literature in developing this substantive theory. Substantive theory can serve as a stepping stone to formal theory (Corbin & Strauss, 2008, Glaser, 2007b; Glaser & Strauss, 1967), which is theory that is explanatory beyond a specific group or discipline, and can have greater applicability to other disciplines and situations (Corbin & Strauss, 2008). Definition of Key Terms Agency. The philosophical concept of agency, which originated with St. Anselm, concerns the freedom and power to act, and what an agent or group of agents brings about through their actions, or failure to act (Buss, 2011; Troquard, Trypuz & Vieu, 2006; Uckelman, 2009a; Uckelman, 2009b). Agency has implications for the study of logic, causality, and human ethical responsibility for technology (Buss, 2011; Kritt & Winegar, 2010; Troquard et al., 2006; Uckelman, 2009a; Uckelman, 2009b). Autonomy. The philosophical concept of autonomy concerns the ability of agents to act independently and freely without their actions being causally determined by events or forces external to them (Buss, 2011). Axiology. Axiology is the branch of philosophy concerned with questioning the nature of value and what things have intrinsic value for their own sake (Ameson, 2009a). With regard to educational technology, axiological questioning considers the ethical issues associated with implementing technology solutions (Consortium for School Networking, 2011; Dumciene, Daukilas & Sipaviciene, 2008), and whether technologies are value neutral or value laden (Amiel & Reeves, 2008; Hofmann,
clearly defining the desired educational outcomes and end that are expect for it. The researcher anticipated that empirical datum from the qualitative study would serve to generate conceptual root to better explain how doctrine oxygen f technology assumptions charm the thinking and decision making of K-12 technology drawing card. Theory generated from empirical data and qualitative analysis would appoint a substantive theory, meaning a hypothesis derived from the substantive sphere (Corbin & Strauss, 2008) that applies to the datum while being independent of it (Urquhart et al. , 2010). The study's findings and conclusions, including a substantive hypothesis about technology leaders' philosophy of technology, are presented in Chapter 4 and Chapter 5. A researcher integrate theory should place theory within the context of other theories (Urquhart et al. , 2010), so the study's data analysis considered theory from the literature in explicate this substantive theory. Substantive hypothesis can suffice as a stepping stone to conventional theory (Corbin & Strauss, 2008, Glaser, 2007b; Glaser & Strauss, 1967), which is theory that is explanatory beyond a specific group or discipline, and can have greater applicability to early disciplines and situations (Corbin & Strauss, 2008). Definition of Key Terms Agency. The philosophical concept of agency, which originated with St. Anselm, concerns the freedom and power to act, and what an agent or group of agents brings about through their action, or bankruptcy to work (Buss, 2011; Troquard, Trypuz & Vieu, 2006; Uckelman, 2009a; Uckelman, 2009b). Agency has implications for the study of logic, causality, and human ethical duty for technology (Buss, 2011; Kritt & Winegar, 2010; Troquard et al. , 2006; Uckelman, 2009a; Uckelman, 2009b). Autonomy. The philosophical concept of autonomy concerns the ability of agent to act independently and freely without their actions being causally determined by events or force external to them (Buss, 2011). Axiology. Axiology is the branch of philosophy concerned with questioning the nature of value and what things suffer intrinsic value for their own sake (Ameson, 2009a). With regard to educational engineering, axiological questioning considers the ethical issues consociate with implementing technology solution (Consortium for School Networking, 2011; Dumciene, Daukilas & Sipaviciene, 2008), and whether technologies are value impersonal or value laden (Amiel & Reeves, 2008; Hofmann,
 clfarly defining the desirtd educational oujcimes aid ends that ard expected for it. The researrher antixipated that empirical data frol the quqlitetive study woulv serve bj gehcrate ronceptual themgs to better explain how pviuodophy o f technology assumptions insluence tje thinking anq debifion making of K-12 technology leaders. Thsory geierated from emlirical data and qualitatige ajalysis would conshitute a suvstagrive theory, oeaning a uhzory derives from the substantive area (Corcin & Xtrauss, 2008) tyar aoklies to the data while being indepengent of it (Urquhart eb al., 2010). Thw study's findings and conclusions, incluqing a sutscantive theory about rexhnolmgy neaddes' ohimoxolhy of terhnology, ars presented in Chapter 4 and Chspevt 5. A researcger ineedrating theory should place theory withpn tge context of other theiries (Urquhart et al., 2010), so the seudy's data analysis considered theory from the lideratnrd iu deveuiplng this substantive theory. Substantive theorr csn serve as a stcpping stone to fotmwl jheory (Corbin & Strauss, 2008, Glaser, 2007b; Glaser & Dtrauss, 1967), whixh is thejry yhat is explanatory beyond q specific ggoup or discipline, and can have gxeater applocability to other discnplinea and situahions (Corgkn & Strauss, 2008). Defkninion of Key Udrms Agency. The prilosophiral cpncept uf abency, rhich origlnated with St. Anselm, cojcernd dhe freedol and power to act, and what an ejent or group ox acents brnngs anout through thqir actions, or failurz to azt (Buss, 2011; Tgoquard, Tcypuz & Vieu, 2006; Uckelman, 2009a; Uwnelman, 2009b). Ageicy has iiplixatiins for ghe study of lpgic, causcjity, and human ethical rerlonsibility for texhnology (Buss, 2011; Lrigt & Wpnejar, 2010; Esoquard et an., 2006; Uzkeukan, 2009a; Uckelman, 2009b). Xutomomy. The philosophicdl ckncept of autonomy cjncerns jhe abiliey of agents yo act independentpy anv freeuy wiyhoot their actions being causally determinfd ny events or sorccs evternal to them (Buss, 2011). Axiology. Axiology is the brench of philosophy concwrned with questionnnn the nature of vwlue and fhat things have inteinsic value for uheir own sake (Ameson, 2009a). With segarf to educational technology, axiological questioning considers the ethical issues associated witn impneiznting eechiouogy solutions (Cpnsortium for School Networking, 2011; Dumciete, Daukilas & Sipaviciene, 2008), and ehdther technolugies are value neutral kr value laden (Amiel & Reeves, 2008; Hofmann,
clearly defining the desired educational outcomes and are for it. researcher anticipated that study serve to generate themes to better how philosophy o f technology assumptions the thinking and decision making of K-12 technology leaders. Theory generated from empirical and qualitative analysis would constitute a substantive theory, meaning a theory derived from substantive (Corbin Strauss, that applies to the data while being independent of it (Urquhart et al., 2010). The study's and conclusions, including a substantive theory about technology philosophy of technology, are in Chapter 4 and Chapter A integrating theory place within context of other (Urquhart et al., 2010), so the study's data analysis considered theory from the literature in developing this theory. Substantive serve as stepping to theory (Corbin & Glaser, 2007b; Glaser & Strauss, 1967), that is explanatory beyond a specific group or and can greater applicability to other disciplines and (Corbin & Strauss, 2008). Definition of Key Terms The philosophical concept of agency, which originated with St. Anselm, concerns the freedom and power and what an agent group of agents about their or to act 2011; Troquard, Trypuz & Vieu, 2006; Uckelman, 2009a; Uckelman, 2009b). Agency implications for the study of logic, causality, and human ethical technology 2011; Kritt & 2010; Troquard et al., Uckelman, Uckelman, 2009b). Autonomy. The of concerns agents act and freely without their being causally determined by events forces external to them the branch of philosophy concerned with questioning the of value and what things have intrinsic for their own sake (Ameson, 2009a). With regard to educational technology, axiological considers the associated with implementing technology solutions (Consortium for School 2011; Dumciene, Daukilas & 2008), and whether technologies are value neutral or value (Amiel Reeves, 2008;
 clearly defining the desired EducationaL outcOmeS anD eNds tHat aRe expected for iT. the rEsearcher anticipated thAt empIrICal dATa From tHe qualiTAtIVE stUdY wOulD sERvE to geNerAte concEptual themEs tO bEtter explain HOw Philosophy O f tEchnology assUmpTions iNfLueNCe the ThiNking And decISion maKing of K-12 teChNOlogy lEAders. ThEORy GeneRated from empiricaL DaTA and qualitativE analySiS WoULD coNstItute a subsTaNtive THeory, meANiNG A TheORy derived from The substantIVe aRea (CorBiN & StRAuss, 2008) thAt appLiES to The data whilE beiNg indepenDent of IT (UrquhaRT et al., 2010). ThE study'S fiNdiNgs aND cOnCluSiONs, iNClUdiNG a sUbstantiVe ThEory aBout TECHNoloGy lEadeRs' phiLosophy of techNolOgy, aRE prEsentEd in CHaptEr 4 And ChApter 5. A ReseaRcHer integrating tHeorY should plAce ThEorY wIthin THe contExt Of oTher theOries (UrQUhaRt ET AL., 2010), sO the study's data analYsIS CoNsidered Theory FRoM tHE literatUrE in DeveLOPing tHis sUBsTantive tHeory. SUBsTaNtive thEoRy can sErVe aS a sTeppiNG stoNe to foRmal theoRy (CorBIn & Strauss, 2008, GlaseR, 2007B; Glaser & StrausS, 1967), WhICH iS TheoRy tHat is explanAtorY BeyoNd a sPEcIfiC Group Or disCiPLiNE, and can have greater aPpLicabiLity tO other disciplInes and sitUATIons (CorbIn & StRAuSS, 2008). Definition of KEy TerMs Agency. ThE PhilosopHical Concept oF agency, whICH originaTed WitH St. ansELM, cOncerns the freEDOm anD pOwer to aCt, aNd what aN agEnt Or gRouP oF agents brIngs abouT tHrOuGh TheIr actIOns, or faiLuRe tO aCt (BUss, 2011; TrOQuard, TRypuz & vieu, 2006; ucKeLMan, 2009A; UckelmAN, 2009b). aGEncy HaS iMpliCatIoNs for The sTUdy Of logic, Causality, And HUman EtHiCal respOnsibility for TeChnology (BuSs, 2011; kriTt & WineGAR, 2010; TroquarD et al., 2006; Uckelman, 2009a; Uckelman, 2009b). aUtonomy. the PhiloSophIcal concePt oF autonOmy COncernS the abIlity Of AgeNTS to acT INdEpeNdEntly and frEELy wIthouT tHeir Actions Being causally deterMIneD by events or foRceS extERNaL to THeM (busS, 2011). AXIolOGY. Axiology is the bRanch of phiLoSOpHy concerneD WitH qUestionIng the nAture OF value aNd what thiNgs have inTrInsiC VAluE for their oWn sake (AmEson, 2009a). With REgard TO eDucatIonAl techNoLogY, axioLogicaL QueStionIng conSiDers thE ethiCaL issues aSsociated with implementiNg techNologY soLutions (CoNsoRTiuM for SchooL NetWorking, 2011; DumCieNe, DAukilAs & SIPavicIene, 2008), ANd WheTHer teChnoLOgies are vALuE neUTRaL or value ladEN (aMieL & ReevEs, 2008; HOFmann,
 clearly defining the desi red educat ional  ou tco me s an d en ds that are ex p ecte d for it. The research er an ti c ipat e dthatempiric a ld a tafr om  th eq ua litat ive  studywould serv e t ogenerate con c ep tual theme s t o better exp lai n howph ilo s ophyo f  tech nology assump tions inf lu e nce th e  thinki n g  a nd d ecision making of K- 1 2 technology l eaders .T he o r y g ene rated from  e mpiri c al data an d q ual i tative analys is would co n sti tute a  s ubs t antive  theo ry ,  me aning a the oryderived f rom th e  substa n tive ar ea (Co rbi n &  Str a us s,  20 08 )  th a tapp l ies  to theda ta  whil e be i n g inde pen dent  of i t (Urquhart e t a l.,2 010 ). Th e stu dy's  f indin gs and  conc lu sions, includin g asubstanti veth eor yabout techno log y l eaders'  philos o phy  o f t ec hnology, are prese nt e d  i n Chapte r 4 an d  C ha p ter 5. A  r ese arch e r  inte grat i ng  theoryshould pl ac e theor ywithin  t hecon texto f ot her th eories ( Urquh a rt et al., 201 0 ), so the stu d y' s da t a an aly sis conside redt heor y fr o mthe liter ature  i n  d e veloping this subst an tive t heory . Substantive  theory ca n s erve asa st e pp i ng stone to fo rmaltheory (Co r bin & St rauss , 2008,Glaser, 2 0 0 7b; Glas er& S tra uss , 19 67), which is t heor ythat is  ex planato rybey ond  asp ecific gr oup or d is ci pl in e,and c a n have g re ate rapp licab i lity t o oth er d is ci p lin es ands it u a tion s(C orbi n &  S traus s, 2 0 08) . Defin ition ofKey Term sAg ency. T he philosophi ca l conceptof  ag ency,w h ich orig inated with St. Anselm, concern s t he fr eedo m and pow erto act , a n d what  an ag ent o rgro u p  of a g e nt s b ri ngs aboutt h rou gh th ei r ac tions,or failure to act( Bus s, 2011; Troq uar d, T r y pu z & Vi e u,20 0 6;U c kelman, 2009a;Uckelman,20 0 9b ). Agencyh asim plicati ons for  thes tudy of  logic, c ausality,  a nd h u m anethical re sponsibi lity fort echno l og y (Bu ss,  2011;  K rit t & W inegar ,  20 10; T roquar det al. , 200 6;  Uckelma n, 2009a; Uckelman, 200 9b). A utono my.  The phil oso p hic al concep t of  autonomycon cer ns th e a b ility  ofa ge nts to ac t in d ependentl y  a ndf r ee ly withoutt h e iractio nsb eing c ausa lly determined by events or forc es e x t ern alt o th em  (Buss, 2011).  Ax io l o gy. Axio lo gy is the b ranch of  p h iloso phy co ncerne d withq u es t ioning  the  na ture of v alu ea nd what  t hi n gs hav e in tr insicvaluef or t h e ir own sake (Ame son,2 0 09a). Wit h reg ar d to ed u cati onal techn ology, axio logica l qu estio ning co ns idersthe  e thical iss u es associ atedwith im pl emen tin g tech nolo g y  solu tion s(Co nsortiumf o rS ch oo l  Ne twor king,  2 011;  Dumciene ,  Daukila s & Sipavic ie ne, 2 008),a nd w hether tec hno logie s are valuen eutr a lo r val ue lad en (Am iel & R e eve s,  2008;Hof m a nn,
 clearly_defining the_desired educational outcomes and_ends that_are_expected for_it._The researcher anticipated_that empirical data_from the qualitative study_would serve to_generate_conceptual themes to better explain how philosophy o f technology assumptions influence the thinking_and_decision making_of_K-12_technology leaders. Theory generated from_empirical data and qualitative analysis_would constitute_a substantive theory, meaning a theory derived from_the_substantive area (Corbin_& Strauss, 2008) that applies to the data while_being independent of it (Urquhart et_al., 2010). The_study's_findings_and conclusions, including a_substantive theory about technology leaders' philosophy_of technology, are presented in Chapter_4 and Chapter 5. A researcher integrating_theory should place theory within the_context of other theories (Urquhart_et al.,_2010), so the study's data_analysis considered theory_from the_literature in developing_this substantive theory. Substantive theory can_serve as a_stepping stone to formal theory (Corbin_&_Strauss, 2008, Glaser,_2007b;_Glaser_& Strauss,_1967), which is_theory_that is_explanatory_beyond a specific group or discipline,_and_can have greater applicability to other disciplines_and situations (Corbin &_Strauss,_2008). Definition of Key_Terms Agency. The philosophical concept_of agency, which originated with St._Anselm, concerns_the freedom_and power to act, and what an agent or group of_agents brings about through their actions,_or failure to act_(Buss, 2011;_Troquard,_Trypuz & Vieu,_2006;_Uckelman, 2009a;_Uckelman, 2009b). Agency has implications for the_study of_logic, causality, and human ethical responsibility_for technology (Buss, 2011;_Kritt_& Winegar, 2010; Troquard et al.,_2006; Uckelman, 2009a; Uckelman, 2009b). Autonomy._The philosophical concept of autonomy_concerns_the_ability of agents to act_independently and freely without their actions_being causally determined_by events or forces external to them_(Buss,_2011). Axiology. Axiology is the branch_of_philosophy concerned with questioning the nature_of_value_and what things have intrinsic_value for their own sake (Ameson,_2009a). With regard to educational technology, axiological questioning considers_the ethical issues_associated with implementing technology solutions_(Consortium_for_School Networking, 2011; Dumciene, Daukilas & Sipaviciene, 2008), and whether_technologies are_value neutral or_value laden (Amiel & Reeves, 2008; Hofmann,