, 2009). Critical realism remains committed to moving ever closer to a truthful understanding of reality (Trochim & Donnelly, 2008), and this can 124 involve revising, changing, or discarding theory over time (Cobem & Loving; 2008). Critical realism rejects the polarized debate between positivism and constructivism (Eiger, 2009), can help a researcher to remain critically reflective, and the perspective allows for theory to emerge from research that investigates a phenomenon and its mechanisms at a deep level (Crawford & Wright, 2010). The critical realist position maintains that although scientific knowledge of the world is fallible and theories may require revision, objective knowledge about a real world is attainable (Cobem & Loving, 2008; Eiger, 2009; Trochim & Donnelly, 2008). Critical realism can be uniquely suited for qualitative research that seeks to plumb the depths and understand social phenomenon such as strategic management in order to develop or evaluate theory (Kraus, 2005; Miller & Tsang, 2011). Hodgkinson-Williams (2006) conducted qualitative research from a critical realism paradigm because of the advantages that the conceptual framework offered for understanding technology integration. Unlike positivism that tends to view the research setting as a closed system, critical realism is more open and can better recognize the larger social reality that affects teachers and students (Hodgkinson-Williams, 2006). Appropriateness o f qualitative data analysis as a research method. In examining philosophy of technology assumptions from a critical realist perspective, a research design should be conducive for discovering what assumptions are present in the thinking of technology leaders, while providing research methods that can limit bias and better ensure objectivity (Willig, 2008). The researcher employed Corbin and Strauss methods for qualitative data analysis to investigate what philosophical assumptions about technology influence the thinking and decision making of K-12 technology leaders, 125 examine whether technological determinist assumptions are present, and generate a conceptual theory derived from empirical data. The research design aligned with Corbin and Strauss methods for qualitative data analysis presented in the guide Basics o f Qualitative Research: Techniques and Procedures fo r Developing Grounded Theory (Corbin & Strauss, 2008). Corbin and Strauss methodology emphasizes a structured and procedure oriented approach to grounded theory methods that can guide beginning researchers (Mello & Flint, 2009). Corbin and Strauss methods for qualitative data analysis are accommodating of institutional requirements for research questions, literature review prior to research, and a theoretical framework
, 2009). Critical realism remains committed to moving always nearer to a truthful agreement of reality (Trochim & Donnelly, 2008), and this can 124 involve retool, changing, or discarding hypothesis over time (Cobem & Loving; 2008). Critical realism rejects the polarize debate between positivism and constructivism (Eiger, 2009), can avail a researcher to remain critically brooding, and the perspective allows for hypothesis to emerge from inquiry that investigate a phenomenon and its mechanisms at a deep level (Crawford & Wright, 2010). The critical realist status maintains that although scientific knowledge of the universe is fallible and theories may necessitate revision, objective knowledge about a real world is attainable (Cobem & Loving, 2008; Eiger, 2009; Trochim & Donnelly, 2008). Critical realism can be uniquely befit for qualitative research that seeks to plumb the depths and understand social phenomenon such as strategic management in order to develop or evaluate theory (Kraus, 2005; Miller & Tsang, 2011). Hodgkinson - Williams (2006) conducted qualitative research from a critical realism paradigm because of the advantages that the conceptual framework offered for understanding technology consolidation. Unlike positivity that tends to view the research sic as a closed system, critical realism is more clear and can better recognize the larger social reality that affect teachers and students (Hodgkinson - Williams, 2006). Appropriateness o f qualitative data psychoanalysis as a research method. In examining philosophy of technology assumptions from a critical realist perspective, a inquiry invention should be conducive for discovering what assumptions are present in the thinking of technology leaders, while provide research methods that can limit diagonal and better see objectivity (Willig, 2008). The researcher employed Corbin and Strauss method acting for qualitative data psychoanalysis to investigate what philosophical assumptions about technology influence the thinking and decision devising of K-12 technology leadership, 125 examine whether technological fatalist assumptions are present, and generate a conceptual theory derive from empirical datum. The research design aligned with Corbin and Strauss method acting for qualitative data analysis presented in the guide Basics o f Qualitative Research: technique and Procedures fo r develop Grounded Theory (Corbin & Strauss, 2008). Corbin and Strauss methodology emphasizes a structured and procedure oriented overture to grounded theory methods that can guide beginning researchers (Mello & Flint, 2009). Corbin and Strauss methods for qualitative datum analysis are accommodating of institutional requirements for research questions, literature review prior to research, and a theoretical framework
, 2009). Cgitical realism remains gommitted to movnbg evec closed to a tfuthful understanding of reapiry (Trichim & Donnelly, 2008), and tfis can 124 pnvolve rwvismng, changing, or vjscardiky thekvy ovzr time (Cobem & Lpving; 2008). Cridical realism segeets the polarized debate between posytivism ajd constructivysm (Tigqr, 2009), dan help a researcher to remain crjticallj reflective, and yhe perspective allows for thelry to emerge from research tyat ybvestigates x phenomenon and its mgchanisms at a deep level (Crawfofd & Wxight, 2010). The xrutifdl realist 'ositijn maintains that aldhough xcientific knoelevge if the world is falliule and theories may require serision, objective knowoeege atout a rdql dormd ia attalnaule (Cobem & Moving, 2008; Eigwr, 2009; Trochim & Donnelky, 2008). Critical reamism cwn be uniquely suited for qualitative restarch that seeks to plumb thw depths and understajd social phenomenon such as strategic management in order to dxvdlok ir evxouwte theory (Kraus, 2005; Miller & Tsang, 2011). Hodgkinson-Wijmismx (2006) conducted qmalitative researcn vrpi a critical tealism padadigm because of hhe advwntagws that tre cpnceptual framework offered for understcndung technology intzgration. Unlnke poxitivosm that tends to view che reaearch settlng as a duosed system, crigicsl realism is more open and san bettec recpgnize ghe karger social rewlity that affects teachfrs aud stgdents (Hodhkinson-Williams, 2006). Appropriateness o f qualitatova ddta analvsis ax a research iethod. In examnning phnlosopfy of techhology essumptions srom a criticdp realist pecspective, a rwseaech desken should be cpnducive yjr duscovering what asxumktjons are presenc un the thinking of teshjokodf leaders, whhle oroxoding research mcthuds yhat can limit bias dnd getter ensure objevtlvity (Wiloig, 2008). The researcher ekployed Corbin and Stranss mevhods gor qualitative data analysis to jnvestigahe rhat philoso[hicql assumptious about technology influence the thinkiig and decision making if K-12 technology leabevs, 125 examine xhethew technolmgical determinist awsumptions are prtsent, and generate a cohceptudl thfory derived from empirical data. The research design aligned with Corbin qnd Stcatss methods for qualptacivz data wnalbsms presented in tne guide Basics o f Qualitative Researcv: Cechniques and Procedures fo t Aeveloping Gruunded Theory (Corbin & Stdauss, 2008). Cprbin and Strauss methodology ekphasizes a structured akd procedyre odiented ap'roach to grounded tneory kethoes that can guide beginnkng rcsearchers (Melko & Flint, 2009). Corbin and Strauss methids foe eualitative data analysis ave accojmodatyng of institutiknal gequitements for rexearch questioms, literature review pwior to researxg, and a theotetical xramework
, 2009). Critical realism remains committed to closer a truthful of reality (Trochim can involve revising, changing, discarding theory over (Cobem & Loving; 2008). Critical realism the polarized debate between positivism and constructivism (Eiger, 2009), can help a researcher remain critically reflective, and the perspective allows for theory to emerge from research investigates phenomenon its at a deep level (Crawford & Wright, 2010). The critical realist position maintains that although scientific of the world is fallible and theories may revision, objective knowledge about real world is attainable (Cobem Loving, Eiger, 2009; & 2008). realism can be suited for qualitative research that seeks to plumb the depths and understand social phenomenon such as strategic in order or evaluate (Kraus, Miller Tsang, 2011). Hodgkinson-Williams qualitative research from a critical realism the advantages that the conceptual framework offered for technology integration. positivism that tends to view the setting as a closed system, critical realism is open and can better recognize the larger social reality that affects teachers and students (Hodgkinson-Williams, o f qualitative data as a research In philosophy technology from a realist perspective, a research design should be conducive for discovering what are present in the thinking of technology leaders, while providing that limit bias and ensure objectivity (Willig, 2008). researcher Corbin and Strauss methods data to assumptions technology the thinking and decision of K-12 technology leaders, 125 whether technological determinist assumptions conceptual theory derived from empirical data. The research aligned with Corbin and Strauss methods for data analysis presented in the guide Basics o f Qualitative Research: Techniques Procedures fo Grounded Theory (Corbin & Strauss, 2008). Corbin and methodology emphasizes a structured procedure oriented approach to grounded theory methods that can beginning (Mello & 2009). Corbin and methods for qualitative analysis are accommodating requirements for questions, review and a theoretical framework
, 2009). Critical realism remains comMitted to moVing eVer CloSeR to a TrutHful understandINg of Reality (Trochim & Donnelly, 2008), And thIs CAn 124 inVOlVe revIsing, chANgING, or DiScArdInG ThEory oVer Time (CobEm & Loving; 2008). CrItiCaL realism rejeCTs The polarizEd dEbate between PosItivisM aNd cONstruCtiVism (EIger, 2009), caN Help a rEsearcher To REmain cRIticallY REfLectIve, and the perspectIVe ALlows for theory To emerGe FRoM REseArcH that invesTiGates A PhenomeNOn AND Its MEchanisms at a dEep level (CraWForD & WrighT, 2010). THe cRItical RealiSt POsiTion maintaiNs thAt althougH scienTIfic knoWLedge of The worLd iS faLlibLE aNd TheOrIEs mAY rEquIRe rEvision, oBjEcTive kNowlEDGE AbouT a rEal wOrld iS attainable (CoBem & loviNG, 2008; EiGer, 2009; TrOchim & donnElLy, 2008). CriTical rEalisM cAn be uniquely suiTed fOr qualitaTivE rEseArCh thaT Seeks tO plUmb The deptHs and unDErsTaND SOcIal phenomenon such aS sTRAtEgic manaGement IN oRdER to develOp Or eValuATE theoRy (KrAUs, 2005; miller & TsAng, 2011). HodGKiNsOn-WilliAmS (2006) conduCtEd qUalItatiVE resEarch fRom a critIcal rEAlism paradigm bECause of the advANtAGEs THat tHe cOnceptual frAmewORk ofFereD FoR unDErstaNding TeCHnOLogy integration. UnliKe PositiVism tHat tends to vieW the researCH SEtting as A cloSEd SYstem, critical rEalisM is more opeN And can beTter rEcognize The larger SOCial realIty ThaT afFecTS TeAchers and studENTs (HoDgKinson-WIllIams, 2006). AppRopRiaTenEss O f QualitatiVe data anAlYsIs As A reSearcH Method. In ExAmiNiNg pHilosOPhy of tEchnoLogy AsSuMPtiOns from A CrITIcal ReAlIst pErsPeCtive, A resEArcH design Should be cOndUCive FoR dIscoverIng what assumpTiOns are presEnT in The thiNKIng of tecHnology leaders, while provIDing resEarCh metHods That can liMit Bias anD beTTer ensUre objEctivItY (WiLLIg, 2008). The RESeArcHeR employed CORBin And StRaUss mEthods fOr qualitative data aNAlySis to investigAte What PHIlOsoPHiCAl aSsUMptIONs about technoloGy influencE tHE tHinking and DEciSiOn makinG of K-12 tecHnoloGY leaderS, 125 examine wHether tecHnOlogICAl dEterminist AssumptiOns are preSEnt, anD GeNeratE a cOnceptUaL thEory dErived FRom EmpirIcal daTa. the resEarch DeSign aligNed with Corbin and Strauss MethodS for qUalItative daTa aNAlySis presenTed iN the guide BAsiCs o F QualItaTIve ReSearCH: TEchNIques And PROcedures fO R DEveLOPiNg Grounded THEORy (COrbin & strAUss, 2008). CorBin aNd Strauss methodolOGy emphasizes a sTrucTURed And PRoceDuRe oriented apprOacH tO GRounded tHeOry methods tHat can guIdE BeginNing reSearchErs (MellO & fLiNT, 2009). CorbiN and strAuss methoDs fOr QUalitatIvE dATa analYsis ArE accomModatiNG of iNSTitutional requirEmentS FOr resEArcH quesTiOns, liteRAturE review priOr to researcH, and a tHeorEticaL framewOrK
, 2009). Critical realismremains co mmitt edtomo ving  eve r closer to at ruth ful understanding of r ealit y( Troc h im  & Do nnelly, 20 0 8 ),an dthi sc an  124inv olve re vising, ch ang in g, or discar d in g theory o ver  time (Cobem  &Loving ;200 8 ). Cr iti cal r ealism reject s the pol ar i zed de b ate bet w e en  pos itivism and const r uc t ivism (Eiger,2009),  c a nh e lpa r esearcherto  rema i n criti c al l y ref l ective, and t he perspect i veallows  f ort heoryto em er g e f rom researc h th at invest igates a pheno m enon an d itsmec han isms at  a  de ep lev e l(Cr a wfo rd & Wri gh t,  2010 ). T h e c riti cal  rea listposition main tai ns t h ataltho ugh s cien ti fic k nowled ge of  t he world is fal libl e and the ori es  ma yrequi r e revi sio n,objecti ve know l edg ea b o ut  a real world is a tt a i na ble (Cob em & L o vi ng ,  2008; E ig er,  200 9 ;  Troc him&  D onnelly,  2008) .  C ri tical r ea lism c an  be  un iquel y  sui ted fo r qualit ative research thats eeks to plumb th e de p thsand  understand  soc i al p heno m en ons uch a s str at e gi c  management in orde rto dev elopor evaluate t heory (Kra u s ,  2005; M ille r  & Tsang, 2011).Hodgk inson-Will i ams (200 6) co nductedqualitati v e  researc h f rom  acri t i ca l realism par a d igmbe cause o f t he adva nta ges  th atth e concept ual fram ew or kof fer ed fo r  underst an din gtec hnolo g y inte grati on.Un li k e p ositivi s mt h at t en ds  tovie wthe r esea r chsetting  as a clo sed syst em ,critica l realism ismo re open an dcan  bette r recogniz e the larger social rea l ity tha t a ffect s te achers an d s tudent s ( H odgkin son-Wi lliam s,  20 0 6 ). Ap p r op ria te ness o f q u a lit ative  d ataanalysi s as a research me t hod . In examinin g p hilo s o ph y o f  t e chn ol o gya s sumptions froma critical  r e al ist perspe c tiv e,  a rese arch de signs hould b e conduci ve for di sc over i n g w hat assump tions ar e present in th e  t hinki ngof tec hn olo gy le aders, whi le pr ovidin gresear ch me th ods that  can limit bias and bet ter en sureobj ectivity(Wi l lig , 2008).Theresearcher  em plo yed C orb i n and  Str a us s m e thods  for qualitati v edat a an alysis to i n v e sti gatewha t  philo soph ical assumptionsa bout technolog y in f l uen cet he t hi nking and deci sio nm a king ofK- 12 technolo gy leade rs ,  125examin e whet her tec h n ol o gicaldete rmi nist assu mpt io n s are p re se n t, and  gen er ate aconcep t ualt h eory derived fro m emp i r icald ata . The  r esearch desi gn aligned  with Corbi n andStra uss m ethodsfo r qual ita ti ve data an a lysis pre sente d in th eguid e B asicso fQ u alita tive  R ese arch: Tec h n iq u es  a n d P roce dures  f o rDevelopin g  Grounde d T h eory (C or bin &  Strau s s, 2 008). Corb inand S t r auss metho d olog y  e m phasi zes astruct ured an d  pr oc edure o rie n t ed approa ch to gro u nde dtheo ry metho ds  tha tcan  g uide beginningresearch ers (Mel l o  & Fli nt, 2009 ) . Corb in  and Strauss  meth od s  for qu a l ita tive da t a a nal ysi s ar e a ccom m odating of institutional  req uirem e nts  forresea rc h questi o ns,literatu r e review prio r to research,a nda  the ore t ic al  framewor k
, 2009)._Critical realism_remains committed to moving_ever closer_to_a truthful_understanding_of reality (Trochim_& Donnelly, 2008),_and this can 124_involve revising, changing,_or_discarding theory over time (Cobem & Loving; 2008). Critical realism rejects the polarized debate_between_positivism and_constructivism_(Eiger,_2009), can help a researcher_to remain critically reflective, and_the perspective_allows for theory to emerge from research that_investigates_a phenomenon and_its mechanisms at a deep level (Crawford & Wright,_2010). The critical realist position maintains_that although scientific_knowledge_of_the world is fallible_and theories may require revision, objective_knowledge about a real world is_attainable (Cobem & Loving, 2008; Eiger, 2009;_Trochim & Donnelly, 2008). Critical realism_can be uniquely suited for_qualitative research_that seeks to plumb the_depths and understand_social phenomenon_such as strategic_management in order to develop or_evaluate theory (Kraus,_2005; Miller & Tsang, 2011). Hodgkinson-Williams_(2006)_conducted qualitative research_from_a_critical realism_paradigm because of_the_advantages that_the_conceptual framework offered for understanding technology_integration._Unlike positivism that tends to view the_research setting as a_closed_system, critical realism is_more open and can better_recognize the larger social reality that_affects teachers_and students_(Hodgkinson-Williams, 2006). Appropriateness o f qualitative data analysis as a research_method. In examining philosophy of technology_assumptions from a critical_realist perspective,_a_research design should_be_conducive for_discovering what assumptions are present in the_thinking of_technology leaders, while providing research methods_that can limit bias_and_better ensure objectivity (Willig, 2008). The_researcher employed Corbin and Strauss methods_for qualitative data analysis to_investigate_what_philosophical assumptions about technology influence_the thinking and decision making of_K-12 technology leaders,_125 examine whether technological determinist assumptions are_present,_and generate a conceptual theory derived_from_empirical data. The research design aligned_with_Corbin_and Strauss methods for qualitative_data analysis presented in the guide_Basics o f Qualitative Research: Techniques and Procedures fo_r Developing Grounded_Theory (Corbin & Strauss, 2008)._Corbin_and_Strauss methodology emphasizes a structured and procedure oriented approach to_grounded theory_methods that can_guide beginning researchers (Mello & Flint, 2009). Corbin and Strauss_methods for qualitative data analysis are accommodating_of institutional requirements for research questions, literature review prior to research,_and a theoretical framework