or be left behind). TS1 stated, "Resistance to technological change will keep us behind." The most frequent dimension for this property was teachers rarely or reluctantly integrate technology, which involved 30 coding instances from 15 documents and 12 participants. This teacher resistance to integrating technology was sometimes expressed in general terms. For example, TS11 stated, "The teachers need to be more on track with being able to incorporate technology into lessons." TS1 stated, "Teachers are often wary of using technology in the classroom, and 50% of teachers do not use technology." The resistance was also expressed in more specific terms. TS15 stated, "We had a big iPad elementary school initiative recently, and this had its own challenges. Many teachers were resistant to this." 200 Several technology leaders described this resistance to technology as being associated with older, veteran teachers. For example, TS9 stated, "We have a lot of older teachers, many near retirement age, and many have skittish views about technology." TS10 stated, "With some of our more veteran teachers, they have done things the same way for 30 years and don't want to change." TS1 observed: The real problem is that students are so tech savy that some o f the older teachers who are not familiar with the programs won't be able to control what they do because they are still using drill & skill and want control over the classroom. Technology leaders described leadership strategies that they used to address resistance to technological change. In response to the first question in the written questionnaire, concerned with engaging in dialogue or debating with colleagues about philosophy of technology issues, TD10 wrote: We try to then go out into schools where technology use is stagnant and spark interest. Sometimes that is met with resistance and the debate ensues. Is it worth the investment of time, talent or other resources? Is it really going to deliver as promised? How will I fit this into what I am required to teach? TD11 explained how their school district had implemented a formal process to require teachers to integrate technology and 21st century skills into instruction. TD11 explained, "We have in place a systematic process of classroom observations and interviews with teachers and students so that data is used to build 21st century learning, and force these conversations in our district." Another dimension associated with resistance to technological change involved teacher resistance to technology disadvantages students, which involved 14 coding instances, from eight documents and six participants. TS10 stated, "Technological change is inevitable, I think that's definitely the case, and by being
or be left behind). TS1 stated, " Resistance to technological variety will restrain us behind. " The most frequent property for this place was teachers rarely or reluctantly integrate technology, which involve 30 coding instances from 15 document and 12 participants. This teacher resistance to integrate technology was sometimes expressed in cosmopolitan terms. For example, TS11 stated, " The teachers need to be more on track with being able to incorporate engineering into lessons. " TS1 stated, " Teachers are much wary of using engineering in the classroom, and 50% of teachers do not practice technology. " The resistance was also expressed in more specific terms. TS15 stated, " We give birth a big iPad elementary school initiative recently, and this had its own challenges. Many teachers were insubordinate to this. " 200 Several technology leaders described this resistance to technology as being associated with older, veteran teachers. For model, TS9 stated, " We have a fortune of erstwhile teachers, many near retirement age, and many accept skittish views about technology. " TS10 stated, " With some of our more veteran teachers, they have suffice things the same way for 30 years and don't want to change. " TS1 note: The real problem is that students are so tech savy that some o f the older teacher who are not familiar with the programs won't be able to control what they do because they are still practice drill & skill and want control over the classroom. Technology leaders described leadership strategies that they used to cover resistance to technological change. In response to the first doubt in the written questionnaire, refer with engaging in negotiation or debating with colleagues about doctrine of technology issues, TD10 wrote: We try to then go out into school where technology consumption is stagnant and spark interest. Sometimes that is met with resistance and the argument ensues. Is it worth the investment of clock time, talent or other resources? Is it really going to deliver as promised? How will I match this into what I am required to teach? TD11 explained how their school district had implemented a formal process to require teachers to desegregate technology and 21st century skills into instruction. TD11 explained, " We have in place a taxonomic process of classroom observations and interviews with teachers and students so that data is used to build 21st century eruditeness, and force these conversations in our district. " Another dimension associated with resistance to technological change involve teacher resistance to technology disadvantages students, which involved 14 coding example, from eight documents and six participants. TS10 stated, " Technological change is inevitable, I think that's definitely the case, and by being
or he left behind). TS1 stated, "Resistance to jexhnolojical cgange wiul keep us behind." The most fcequwnt dumension for this propdrty was neachers eareot or relucvzntly ikcegrafc tecknilogy, which inyolved 30 codhng instances xrum 15 documents and 12 participants. This eeacher rfsistance to igteggaeing neghnology was sometimes expressed in gentral terms. For exakple, TS11 stated, "The teacherd nefd to be more on tgack with bgjng qble to incofporate tebknology intk lessons." TS1 stated, "Teachers ard oftzn wary of osjnh technology in tre classroom, and 50% of teachets do not use bechnmloty." The resistance was also expressed in more spewiyic terms. TS15 stated, "Ww yad a big iPaa eldmehtery schoop iiitiative rscently, and this had its own cnajoenges. Many tsacherf rere resistant to this." 200 Several technolmgy leaders described this resistance to technopogy as bqing associated with older, veteran teachers. For efamplx, GS9 wtwgwd, "We have a lot of older teachers, many near reejrtmekt age, and many mave skittish viewx wbpot technology." JS10 statzs, "Sith some of our mlre vetgran twachers, trey nave done things the same wqy for 30 yearf and don't want to ehange." TS1 obrervgd: The real problem is that scudenta are so tefh savy tgxt some o f the uldvr taachers who are not familiwr with tie prpgrams don't be abje to contgol wmdt they do because they ase still uding drill & skill and want contcpl over the vldssgoom. Techuology leaders descwibed leadershnp stratzgies ghat they lsed to avdress resiseance to techtllogical chaige. In refponwe ti the fkfst question im the wrinttn questiobnaire, concerned wlth evfaging in dialoybe or debating wiyh zoljewgnes afmut philosopvy ow tdvhnolugy issues, BD10 drotr: We try to then go mut jnto schools where tcchnology use is ftagnant and xpark interest. Somttimes thet is ket with resistance and the debats ensues. Ls lt worth the ynvewtment of tike, talent or other resources? Is it realoy going to delivgr as promised? How wikk I fit thix intj what I dm required to teach? TD11 explained how their school districf had hmplelented a formal process to require teachers to integrate technology and 21sr centnrr skills info imstrubtiju. TD11 ex[laiiev, "We have in placv a systematic process of classruom obsesvctions and interviews with tescfers and studgnts so that data is used fo build 21st century learning, and force yhese conversations in omr distrixt." Ankther dimeision associated witn resivtancw to texhnopogical changd imvllved teafher rzsistance to technology disadvantqges srufents, which invonved 14 codinn lnstanbes, froi eight documenta ans six karticipants. TX10 stated, "Technplogical change is iteditable, I thinj that's definotely tve case, and uy being
or be left behind). TS1 stated, "Resistance change keep us The most frequent teachers or reluctantly integrate which involved 30 instances from 15 documents and 12 This teacher resistance to integrating technology was sometimes expressed in general terms. For TS11 stated, "The teachers need to be more on track with being able incorporate into TS1 "Teachers are often wary of using technology in the classroom, and 50% of teachers do not technology." The resistance was also expressed in more terms. TS15 stated, "We a big iPad elementary school recently, this had own Many were resistant to 200 Several technology leaders described this resistance to technology as being associated with older, veteran teachers. For TS9 stated, a lot older many retirement age, and skittish views about technology." TS10 stated, our more veteran teachers, they have done things same way 30 years and don't want to TS1 observed: The real problem is that students so tech savy that some o f the older teachers who are not familiar with won't be able to what they do they still drill skill and control over the classroom. Technology leaders described leadership strategies that they to address resistance to technological change. In response to the in written questionnaire, concerned engaging in dialogue or with about philosophy of technology wrote: try out schools technology use is stagnant spark interest. Sometimes that is with resistance and the the investment of time, talent or other resources? it really going to deliver as promised? will I fit this into what I am required to teach? TD11 how their had implemented a formal process to require teachers integrate technology and 21st skills into instruction. TD11 explained, "We have in place systematic of classroom and interviews with and students so data is used 21st century and these district." Another dimension associated with resistance technological involved teacher resistance to technology students, 14 coding instances, from eight documents and six participants. TS10 stated, "Technological change is inevitable, that's definitely the case, by
or be left behind). TS1 stated, "ResIstance to tEchnoLogIcaL cHangE wilL keep us behind." THE mosT frequent dimension for tHis prOpERty wAS tEacheRs rarelY Or RELucTaNtLy iNtEGrAte teChnOlogy, whIch involveD 30 coDiNg instances fROm 15 Documents aNd 12 pArticipants. THis TeacheR rEsiSTance To iNtegrAting tEChnoloGy was someTiMEs exprESsed in gENErAl teRms. For example, TS11 stATeD, "the teachers neeD to be mOrE On TRAck WitH being able To IncorPOrate teCHnOLOGy iNTo lessons." TS1 stAted, "TeacherS Are Often wArY of USing teChnolOgY In tHe classroom, And 50% oF teachers Do not uSE technoLOgy." The rEsistaNce Was Also EXpReSseD iN MorE SpEciFIc tErms. TS15 stAtEd, "we had A big IpAD ElemEntAry sChool Initiative recEntLy, anD ThiS had iTs own ChalLeNges. MAny teaChers WeRe resistant to thIs." 200 SeVeral techNolOgY leAdErs deSCribed ThiS reSistancE to techNOloGy AS BEiNg associated with olDeR, VEtEran teacHers. FoR ExAmPLe, TS9 statEd, "we hAve a LOT of olDer tEAcHers, many Near reTIrEmEnt age, aNd Many haVe SkiTtiSh vieWS aboUt techNology." TS10 StateD, "with some of our mORe veteran teacHErS, THeY Have DonE things the sAme wAY for 30 YearS AnD doN'T want To chaNgE." tS1 OBserved: The real problEm Is that StudeNts are so tech sAvy that somE O F The older TeacHErS Who are not familIar wiTh the progrAMs won't be Able tO control What they dO BEcause thEy aRe sTilL usING dRill & skill and wANT conTrOl over tHe cLassrooM. TeChnOloGy lEaDers descrIbed leadErShIp StRatEgies THat they uSeD to AdDreSs resIStance To tecHnolOgIcAL chAnge. In rESpONSe to ThE fIrst QueStIon in The wRIttEn questIonnaire, cOncERned WiTh EngaginG in dialogue or DeBating with CoLleAgues aBOUt philosOphy of technology issues, Td10 Wrote: We Try To theN go oUt into schOolS where TecHNology Use is sTagnaNt And SPArk inTEReSt. SOmEtimes that IS Met With rEsIstaNce and tHe debate ensues. Is it WOrtH the investmenT of Time, TALeNt oR OtHEr rEsOUrcES? is it really going To deliver aS pROmIsed? How wilL i fiT tHis into What I am RequiREd to teaCh? TD11 explaIned how thEiR schOOL diStrict had iMplementEd a formal PRocesS To RequiRe tEacherS tO inTegraTe techNOloGy and 21St centUrY skillS into InStructioN. TD11 explained, "We have in plaCe a sysTematIc pRocess of cLasSRooM observatIons And interviEws WitH teacHerS And stUdenTS sO thAT data Is usED to build 21sT CeNtuRY LeArning, and foRCE TheSe conVerSAtions In ouR district." Another dIMension associaTed wITH reSisTAnce To Technological cHanGe INVolved teAcHer resistanCe to techNoLOgy diSadvanTages sTudents, WHIcH InvolvEd 14 coDinG instanceS, frOm EIght docUmEnTS and siX parTiCipantS. TS10 staTEd, "TeCHNological change iS inevITAble, I THinK that'S dEfiniteLY the Case, and by bEing
or be left behind). TS1 st ated, "Res istan cetote chno logi cal change wil l  kee p us behind." The most  freq ue n t di m en sionfor thi s  p r o per ty  w aste a ch ers r are ly or r eluctantly  in te grate techno l og y, which i nvo lved 30 codi nginstan ce s f r om 15  do cumen ts and 12 par ticipants .T his te a cher re s i st ance  to integrating t e ch n ology was some timesex p re s s edingeneral te rm s. Fo r  exampl e ,T S 1 1 s t ated, "The te achers need tobe mor eont rack w ith b ei n g a ble to inco rpor ate techn ologyi nto les s ons." T S1 sta ted , " Teac h er sare  o f ten wa ryo f u sing tec hn ol ogy i n th e c l assr oom , an d 50%  of teachersdonotu setechn ology ." T he  resi stance  wasal so expressed in  mor e specifi c t er ms.  T S15 s t ated,"We  ha d a big  iPad e l eme nt a r y  s chool initiative r ec e n tl y, and t his ha d  i ts own chal le nge s. M a n y tea cher s  w ere resi stantt oth is." 20 0Severa ltec hno logyl eade rs des cribed t his r e sistance to te c hnology as be i ng a ss o ciat edwith older,  vet e ranteac h er s.F or ex ample ,T S9 stated, "We have alo t of o lderteachers, man y near ret i r e ment age , an d  m a ny have skitti sh vi ews aboutt echnolog y." T S10 stat ed, "With s ome of o urmor e v ete r a nteachers, the y have  d one thi ngs  the sa meway  fo r 3 0years and  don't w an tto  c han ge."T S1 obser ve d:Th e r eal p r oblemis th at s tu de n tsare sot ec h savy  t ha t so meof the  old e r t eachers  who arenot fami li ar  with t he programs w on 't be able  t o c ontrol w hat they  do because they are st i ll usin g d rill& sk ill and w ant  contr olo ver th e clas sroom .Tec h n ology l ea der sdescribedl e ade rship  s trat egies t hat they used to a d dre ss resistance  to  tec h n ol ogi c al cha ng e . I n response to the  first que st i on  in the wr i tte nquestio nnaire,  conc e rned wi th engagi ng in dia lo gueo r  de bating wit h collea gues abou t  phil o so phy o f t echnol og y i ssues , TD10 wro te: W e tryto  thengo ou tinto sch ools where technology u se isstagn ant  and spar k i n ter est. Some time s that ismet  wi th re sis t anceandt he  de b ate e nsue s . Is it w o rt h t h e  i nvestment o f t ime , tal ent or oth er r esources? Is it r e ally going todeli v e r a s p r omis ed ? How will I f itth i s  into wh at  I am requi red to t ea c h? TD 11 exp lained  how th e i rs chooldist ric t had imp lem en t ed a fo rm al proces s to  r equire  teach e rs t o integrate techno logya n d 21s t  ce ntury  s kills i n to i nstruction . TD11 expl ained,  "We  have  in pla ce  a sys tem at ic process of classr oom o bservat io ns a ndinterv iews w ith t each er s a nd studen t s  s o  t ha t  da ta i s use dto b uild 21st centurylea r ning, a nd  fo r c e thes e  c o n versations  in  ourd i strict." A n othe r  d i mensi on ass ociate d withr esi st ance to  te c h nological  change i n vol ve d te acher re si stan ce  to  t echnology disad vantages  student s ,  which  in v olve d  14 co di ng instances , fro me ight do c u men ts ands ixpar tic ipan ts.  TS1 0  stated, "Technologicalchan ge is ine vitab le, I  t hink tha t 's d efinitel y  the case, an d by being
or be_left behind)._TS1 stated, "Resistance to_technological change_will_keep us_behind."_The most frequent_dimension for this_property was teachers rarely_or reluctantly integrate_technology,_which involved 30 coding instances from 15 documents and 12 participants. This teacher resistance_to_integrating technology_was_sometimes_expressed in general terms. For_example, TS11 stated, "The teachers_need to_be more on track with being able to_incorporate_technology into lessons."_TS1 stated, "Teachers are often wary of using technology_in the classroom, and 50% of_teachers do not_use_technology."_The resistance was also_expressed in more specific terms. TS15_stated, "We had a big iPad_elementary school initiative recently, and this had_its own challenges. Many teachers were_resistant to this." 200 Several_technology leaders_described this resistance to technology_as being associated_with older,_veteran teachers. For_example, TS9 stated, "We have a_lot of older_teachers, many near retirement age, and_many_have skittish views_about_technology."_TS10 stated,_"With some of_our_more veteran_teachers,_they have done things the same_way_for 30 years and don't want to_change." TS1 observed: The_real_problem is that students_are so tech savy that_some o f the older teachers_who are_not familiar_with the programs won't be able to control what they do_because they are still using drill_& skill and want_control over_the_classroom. Technology leaders_described_leadership strategies_that they used to address resistance to_technological change._In response to the first question_in the written questionnaire,_concerned_with engaging in dialogue or debating_with colleagues about philosophy of technology_issues, TD10 wrote: We try_to_then_go out into schools where_technology use is stagnant and spark_interest. Sometimes that_is met with resistance and the debate_ensues._Is it worth the investment of_time,_talent or other resources? Is it_really_going_to deliver as promised? How_will I fit this into what_I am required to teach? TD11 explained how their_school district had_implemented a formal process to_require_teachers_to integrate technology and 21st century skills into instruction. TD11_explained, "We_have in place_a systematic process of classroom observations and interviews with teachers_and students so that data is used_to build 21st century learning, and force these conversations in our_district." Another dimension associated with resistance to technological_change involved teacher resistance to technology disadvantages_students, which involved 14_coding_instances, from eight documents and six participants._TS10_stated,_"Technological_change is inevitable,_I think that's_definitely the case,_and by_being