2008) approach to qualitative data analysis, which has some differences from the classic grounded theory methodology originally proposed by Glaser and Strauss (1967). Methodological assumptions of the Corbin and Strauss approach include an acceptance of distinct research questions that can frame a topic and establish the boundaries for research (Corbin & Strauss, 2008). The methodology also accepts the reviewing of relevant literature prior to commencing research (Corbin & Strauss, 2008). Compared with classic grounded theory, Corbin and Strauss methodology typically utilizes a coding paradigm based on a model of human action and interaction influenced by pragmatism (Kelle, 2007). However, the researcher did not proceed from the philosophical position of pragmatism, but from a research paradigm of critical realism. Critical realism recognizes the fallible character of scientific knowledge, but insists on the objective existence of natural and social realities (Eiger, 2009), and accepts 147 that research can have universal validity (Cobem & Loving, 2008). A methodological assumption of the study is that research methodology influenced by grounded theory is compatible within a critical realism paradigm, a position that has found scholarly support (C. Oliver, 2011; Volkoff, Strong, & Elmes; 2007). Limitations Researcher bias in qualitative research could be a potential threat to validity, but the use of triangulation of methods, using both interviews and a questionnaire, can help to minimize bias (Kitto et al., 2008). Through memo writing the researcher strived to reduce the impact of subjectivity by reflecting on and bracketing out his own bias in order to become aware of it, and transcend it as much as possible (Elliot & Lazenbatt, 2005; Luckerhoff & Guillemette, 2011). During qualitative data analysis the use of constant comparisons by the researcher provided an opportunity to examine his own bias and assumptions, and those of participants (Corbin & Strauss, 2008). While technology directors and instructional technology specialists provide leadership for educational technology, a limitation o f this study is that these positions are not the only K-12 educators in Virginia who provide leadership for integrating technology into instruction (Virginia Department of Education, 2010). School principals and other school administrators should provide visionary leadership and oversight for instructional technology. School district technology plans and the implementation of technology initiatives involve the participation of many stakeholders (Virginia Department of Education, 2010). Theory generated from the empirical data and qualitative analysis is an example of a substantive theory, which is a theory derived from
2008) approach to qualitative data analysis, which has some dispute from the classical grounded theory methodology originally project by Glaser and Strauss (1967). Methodological assumptions of the Corbin and Strauss approach admit an acceptance of distinct research question that can frame a topic and build the boundaries for research (Corbin & Strauss, 2008). The methodology besides accepts the reviewing of relevant literature prior to commencing research (Corbin & Strauss, 2008). Compared with classic grounded theory, Corbin and Strauss methodology typically use a coding paradigm based on a mannequin of human action and interaction influenced by pragmatism (Kelle, 2007). However, the researcher did not continue from the philosophical position of pragmatism, but from a research paradigm of critical platonism. Critical realism recognizes the fallible character of scientific knowledge, but insists on the objective existence of natural and social realities (Eiger, 2009), and accepts 147 that research can have universal validity (Cobem & Loving, 2008). A methodological assumption of the study is that research methodology influenced by ground theory is compatible within a critical realism substitution class, a placement that has found scholarly support (C. Oliver, 2011; Volkoff, Strong, & Elmes; 2007). Limitations Researcher diagonal in qualitative research could be a likely threat to validity, but the use of triangulation of method, using both interviews and a questionnaire, can help to minimize bias (Kitto et al. , 2008). Through memo writing the researcher strived to reduce the impact of subjectivity by reflecting on and bracket out his own bias in holy order to become aware of it, and transcend it as much as possible (Elliot & Lazenbatt, 2005; Luckerhoff & Guillemette, 2011). During qualitative datum analysis the use of constant comparisons by the researcher provided an opportunity to examine his own bias and assumptions, and those of player (Corbin & Strauss, 2008). While technology director and instructional technology specialist provide leadership for educational engineering, a limitation o f this study is that these positions are not the alone K-12 educators in Virginia who provide leadership for integrating technology into instruction (Virginia Department of Education, 2010). School principal and other school administrator should provide visionary leadership and oversight for instructional technology. School district technology plan and the implementation of technology first step involve the participation of many stakeholder (Virginia Department of Education, 2010). Theory generated from the empirical data and qualitative analysis is an example of a substantive theory, which is a theory derived from
2008) aporoach to qualitative daua analysis, which has soke difrerences from the classic grounded tieort metyodology originally pruposed by Glaser qnd Wrrauss (1967). Mevgodologleal aadumpciins of the Cornin and Strduss approach hnzlbde an acceptance of distinct researsh quesyilns that can ftame s topjb cnd establish the boundaries fod reseagch (Corbin & Strauxs, 2008). The methodology also afcephs the reviewing ov relevant oitewqture prior go commencpug research (Corbin & Strauss, 2008). Compared with clasxic groundgb thfmry, Corbin end Stgauss methodology typhcally itilizes a codlng peradugm based on a model mf human action anq interacdikn influenced by prqgmathsm (Nelld, 2007). Huwebec, tge resfarrher did nof proceed feom the philosophicsl ipsition of pdagmatysi, but from a research paradigm of critibal dealism. Critical realisn recognizes the falllble charwcter of scientific knowledge, but insists on the mbjecvixe txlfgwnfe of natural and social realities (Eiger, 2009), and zcveits 147 that researcm can have universsl vsjidity (Cobem & Loviny, 2008). Z methodological adsumptijn of the studr is that research methodology unfluenced bj griunded theory is clmpatible wnthin s criyical realism paradigm, c posifion that hws found azholarly support (C. Plhver, 2011; Volkoff, Strong, & Elmef; 2007). Limitavions Researzher bias yn qualitahive vasearch could be a poteutial threat to validity, but the use of triangnkation of mejhogs, lsing botk intevviews and a quqstionnaire, cau help tj minkmize bias (Kitto xt al., 2008). Throudh memo writith the researrher strided ro rwduce tfd impact of sunjectivitj yy reflecring on and brackebing uht his own bias in order to becomr adarq lf ie, and transcetd ig ar much as possiblc (Eulioy & Lazenbatt, 2005; Luckervoff & Guillemette, 2011). Duronn qualitajive data analysis the use of constant clmparmsons uy the refearcher provided an opportunify to exalinc his own biaf ane assumptionx, and those of participants (Corbin & Streuss, 2008). While technology eirectors and instroctlonal technokogy fpecialisds provide leadership for educational technology, a limitatjon o x thid study is that these positions are not the only K-12 educators in Virginia qho provide leaderahip for pntzgrcting tqchnluogy into instrubtion (Virginia Department of Eduration, 2010). Scvojl principals and other schopl administratots should provide visionarg leaderxhip and oversight for instructoonal technology. School cistrict techhology plais and the implementstion mf texhnologt inltiatives invouve tme particioatipn of many stakeholders (Virginia Dwpartmwnh of Education, 2010). Vheory generwued froj the gmpirical data ans quzpitatkve analysis os an example pf a substantive themrr, which is a tyvory derived grom
2008) approach to qualitative data analysis, which differences the classic theory methodology originally (1967). assumptions of the and Strauss approach an acceptance of distinct research questions can frame a topic and establish the boundaries for research (Corbin & Strauss, The methodology also accepts the reviewing of relevant literature prior to commencing research & 2008). with grounded theory, Corbin and Strauss methodology typically utilizes a coding paradigm based on a model of action and interaction influenced by pragmatism (Kelle, 2007). the researcher did not from the philosophical position of but a research of realism. realism recognizes the character of scientific knowledge, but insists on the objective existence of natural and social realities (Eiger, 2009), accepts 147 can have validity & 2008). A methodological the study is that research methodology theory is compatible within a critical realism paradigm, position that found scholarly support (C. Oliver, 2011; Strong, & Elmes; 2007). Limitations Researcher bias in research could be a potential threat to validity, but the use of triangulation of methods, interviews and a questionnaire, help to minimize (Kitto al., Through writing the strived to reduce the impact of subjectivity by reflecting on and out his own bias in order to become aware of transcend as much as (Elliot & Lazenbatt, 2005; & 2011). During qualitative data use constant researcher an to examine his own and assumptions, and those of (Corbin & Strauss, 2008). technology specialists provide leadership for educational technology, a o f this study is that these are not the only K-12 educators in Virginia who provide leadership for technology into Department of Education, 2010). School principals and other administrators should provide visionary and oversight for instructional technology. School district technology plans the of technology involve the participation many stakeholders (Virginia of Education, 2010). from the data qualitative example of a substantive theory, which a derived from
2008) approach to qualitative data Analysis, whIch haS soMe dIfFereNces From the classic GRounDed theory methodology orIginaLlY PropOSeD by GlAser and sTrAUSs (1967). MEtHoDolOgICaL assuMptIons of tHe Corbin anD StRaUss approach iNClUde an accepTanCe of distinct ResEarch qUeStiONs thaT caN framE a topiC And estAblish the BoUNdarieS For reseARCh (corbIn & Strauss, 2008). The methoDOlOGy also accepts tHe reviEwINg OF RelEvaNt literatuRe Prior TO commenCInG RESeaRCh (Corbin & StrauSs, 2008). Compared wITh cLassic GrOunDEd theoRy, CorBiN And strauss methOdolOgy typicaLly utiLIzes a coDIng paraDigm baSed On a ModeL Of HuMan AcTIon ANd IntERacTion inflUeNcEd by pRagmATISM (KelLe, 2007). HOwevEr, the Researcher did Not ProcEEd fRom thE philOsopHiCal poSition Of praGmAtism, but from a reSearCh paradigM of CrItiCaL realISm. CritIcaL reAlism reCognizeS The FaLLIBlE character of scientIfIC KnOwledge, bUt insiSTs On THe objectIvE exIsteNCE of naTuraL AnD social rEalitiES (EIgEr, 2009), and acCePts 147 thaT rEseArcH can hAVe unIversaL validitY (CobeM & loving, 2008). A methodoLOgical assumptIOn OF ThE StudY is That researcH metHOdolOgy iNFlUenCEd by gRoundEd THeORy is compatible withiN a CriticAl reaLism paradigm, a Position thAT HAs found sCholARlY Support (C. Oliver, 2011; volkoFf, Strong, & ElMEs; 2007). LimitaTions researchEr bias in qUALitative ResEarCh cOulD BE a Potential threAT To vaLiDity, but The Use of trIanGulAtiOn oF mEthods, usiNg both inTeRvIeWs And A quesTIonnaire, CaN heLp To mInimiZE bias (KItto eT al., 2008). THrOuGH meMo writiNG tHE ReseArChEr stRivEd To redUce tHE imPact of sUbjectiviTy bY ReflEcTiNg on and Bracketing out HiS own bias in OrDer To becoME Aware of iT, and transcend it as much as POssible (ellIot & LaZenbAtt, 2005; LuckerHofF & GuillEmeTTe, 2011). DuriNg qualItatiVe DatA ANalysIS ThE usE oF constant cOMParIsons By The rEsearchEr provided an opportUNitY to examine his Own Bias AND aSsuMPtIOns, AnD ThoSE Of participants (COrbin & StrauSs, 2008). wHiLe technoloGY diReCtors anD instruCtionAL technoLogy speciAlists proViDe leADErsHip for educAtional tEchnology, A LimitATiOn o f tHis Study iS tHat These PositiONs aRe not The onlY K-12 EducatOrs in viRginia whO provide leadership for inTegratIng teChnOlogy into InsTRucTion (VirgiNia DEpartment oF EdUcaTion, 2010). SChoOL prinCipaLS aNd oTHer scHool ADministraTOrS shOULd Provide visiONARy lEaderShiP And oveRsigHt for instructionaL Technology. SchoOl diSTRicT teCHnolOgY plans and the imPleMeNTAtion of tEcHnology initIatives iNvOLve thE partiCipatiOn of manY STaKEholdeRs (ViRgiNia DepartMenT oF educatiOn, 2010). thEOry genEratEd From thE empirICal dATA and qualitative aNalysIS Is an eXAmpLe of a SuBstantiVE theOry, which is A theory deriVed froM
2008) approach to qualitat ive data a nalys is,  wh ic h ha s so me differences from  the classic groundedtheor ym etho d ol ogy o riginal l yp r opo se dbyGl a se r and  St rauss ( 1967). Met hod ol ogical assum p ti ons of the  Co rbin and Str aus s appr oa chi nclud e a n acc eptanc e  of di stinct re se a rch qu e stionst h at  can  frame a topic an d  e s tablish the bo undari es fo r res ear ch (Corbin  &  Stra u ss, 200 8 ). T h e m e thodology als o accepts t h e r eviewi ng  of releva nt li te r atu re prior to  com mencing r esearc h  (Corbi n  & Stra uss, 2 008 ).Comp a re dwit hc las s ic  gr o und ed theor y,  C orbin  and S t r auss  me thod ology  typically ut ili zesa  co dingparad igmba sed o n a mo del o fhuman action an d in teraction  in fl uen ce d byp ragmat ism  (K elle, 2 007). H o wev er , t he  researcher did no tp r oc eed from  the p h il os o phical p os iti on o f pragm atis m ,but from  a res e ar ch  paradi gm  of cr it ica l r ealis m . Cr itical  realism  reco g nizes the fall i ble character of s ci e ntif icknowledge,buti nsis ts o n  t heo bject ive e xi s te n ce of natural and s oc ial re aliti es (Eiger, 20 09), and a c c e pts 147that re s earch can have  univ ersal vali d ity (Cob em &Loving,2008). Am e thodolog ica l a ssu mpt i o nof the studyi s  tha tresearc h m ethodol ogy  in flu enc ed  by groun ded theo ry  i sco mpa tible within a  c rit ic alreali s m para digm,  a p os it i onthat ha s  f o u nd s ch ol arly  su pp ort ( C. O l ive r, 2011 ; Volkoff , S t rong ,&Elmes;2007). Limita ti ons Resear ch erbias i n qualitat ive research could be a potenti althrea t to  validity , b ut the  us e  of tr iangul ation  o f m e t hods, u si ngbo th intervi e w s a nd aqu esti onnaire , can help to mini m ize  bias (Kittoetal., 2 00 8). Th r oug hm emo w riting the rese archer str iv e dto reducet heim pact of  subjec tivit y  by ref lecting o n and bra ck etin g out  his own b ias in o rder to b e comea wa re of  it , andtr ans cendit asm uch  as p ossibl e(Ellio t & L az enbatt,2005; Luckerhoff & Guil lemett e, 20 11) . Duringqua l ita tive data  ana lysis theuse  of  cons tan t  comp aris o ns  by the r esea r cher prov i de d a n op portunity t o e xam ine h iso wn bia s an d assumptions, an d  those of part icip a n ts(Co r bin&Strauss, 2008) . W hi l e  technol og y directors  and ins tr u ction al tec hnolog y speci a l is t s prov idelea dership f ored u cationa lte c hnolog y, a  l imitat ion of  thi s study is that th ese p o s ition s  ar e not  t he only K-12  educators  in Virgini a whoprov ide l eadersh ip  for i nte gr ating tech n ology int o ins tructio n(Vir gin ia Dep artm e n t ofEduc at ion , 2010).S c ho o lpr i nci pals  andot herschool ad m inistrat ors shouldpr ovi d e  visio n ar y leadership  an d ove r s ight for i n stru c ti o nal t echnol ogy. S chool d i str ic t techn olo g y  plans an d the imp l eme nt atio n of tec hn olog yini ti atives involvethe part icipatio n of man y s t akeh o lders(V irginia Depa rtmen to f Educa t i on,  2010). The ory  ge nera ted  fro m  the empirical data andqual itati v e a nalys is is  a n exampl e  ofa substa n tive theory,which is a theo r y d e rive d f r om 
2008) approach_to qualitative_data analysis, which has_some differences_from_the classic_grounded_theory methodology originally_proposed by Glaser_and Strauss (1967). Methodological_assumptions of the_Corbin_and Strauss approach include an acceptance of distinct research questions that can frame a_topic_and establish_the_boundaries_for research (Corbin & Strauss,_2008). The methodology also accepts_the reviewing_of relevant literature prior to commencing research (Corbin_&_Strauss, 2008). Compared_with classic grounded theory, Corbin and Strauss methodology typically_utilizes a coding paradigm based on_a model of_human_action_and interaction influenced by_pragmatism (Kelle, 2007). However, the researcher_did not proceed from the philosophical_position of pragmatism, but from a research_paradigm of critical realism. Critical realism_recognizes the fallible character of_scientific knowledge,_but insists on the objective_existence of natural_and social_realities (Eiger, 2009),_and accepts 147 that research can_have universal validity_(Cobem & Loving, 2008). A methodological_assumption_of the study_is_that_research methodology_influenced by grounded_theory_is compatible_within_a critical realism paradigm, a position_that_has found scholarly support (C. Oliver, 2011;_Volkoff, Strong, & Elmes;_2007)._Limitations Researcher bias in_qualitative research could be a_potential threat to validity, but the_use of_triangulation of_methods, using both interviews and a questionnaire, can help to minimize_bias (Kitto et al., 2008). Through_memo writing the researcher_strived to_reduce_the impact of_subjectivity_by reflecting_on and bracketing out his own bias_in order_to become aware of it, and_transcend it as much_as_possible (Elliot & Lazenbatt, 2005; Luckerhoff_& Guillemette, 2011). During qualitative data_analysis the use of constant_comparisons_by_the researcher provided an opportunity_to examine his own bias and_assumptions, and those_of participants (Corbin & Strauss, 2008). While_technology_directors and instructional technology specialists provide_leadership_for educational technology, a limitation o_f_this_study is that these positions_are not the only K-12 educators_in Virginia who provide leadership for integrating technology into_instruction (Virginia Department_of Education, 2010). School principals_and_other_school administrators should provide visionary leadership and oversight for instructional_technology. School_district technology plans_and the implementation of technology initiatives involve the participation of_many stakeholders (Virginia Department of Education, 2010)._Theory generated from the empirical data and qualitative analysis is an_example of a substantive theory, which is a_theory derived from