 decisions pertaining to technology initiatives?" Question 2 in the written questionnaire asked, "Should schools adapt to broader technological trends, or should schools shape technology to align with educational needs?" The participant responses to this question often linked philosophy of technology and decision making. Lastly, Question 1 in the written questionnaire asked, "Do you ever engage in dialogue or debate with educational colleagues about any philosophical issues pertaining to technology?" Participants in some instances responded 187 by describing philosophy of technology views that were important to them, and by recounting how dialogue with colleagues or stakeholders on philosophical issues pertained to technology decisions. Both the interview and written questionnaire included questions designed to be open to whether or not any ethical considerations surrounding technology influenced technology leaders in their decision making. Question 3 in the written questionnaire asked, "Are there any notable ethical considerations that in your judgment might influence your thinking in making decisions about particular technologies?" Interview question 6 asked, "What do you think is the connection between technology and values? Does technology raise questions relating to values or ethical considerations?" Keep up with technology (or be left behind). The category Keep up with technology (or be left behind) emerged as a prevalent approach to educational technology decision making, with 393 coding instances from 58 of the 61 documents, and all 31 participants. This concept began to appear at the beginning of the process of data collection and analysis, and continued to grow in explanatory power as the study progressed. The concept emerged as the core category in the study, with the greatest explanatory relevance (Corbin & Strauss, 2008). The category Keep up with technology (or be left behind) reappeared in-vivo in transcript narratives in various forms, often expressed in those words, or variations of them. For example, in responding to the second interview question concerned with how philosophy of technology has implications for educational technology leadership, TD5 observed, "Teachers think we're moving too fast, but technology doesn't slow down," and continued, "We need to keep up or be left behind." In responding to the last question 188 in the written questionnaire, concerned with how thinking influences technology decisions, TD3 stated, "My goal is to get more and more technology in the hands o f our staff and students." TD3 then concluded the written questionnaire by stating in the last sentence, "Technology is always changing and you must change with it or you will be left behind." Besides being the most frequent category in the coding system (see Table 2), there are several qualitative indications from the results that Keep up with technology (or be left behind)
decisions pertaining to technology initiatives? " doubt 2 in the write questionnaire asked, " Should school adjust to broader technological trends, or should school shape technology to align with educational need? " The participant responses to this question much linked philosophy of engineering and decision making. Lastly, Question 1 in the written questionnaire asked, " Do you ever prosecute in dialogue or debate with educational colleagues about any philosophic issues pertaining to engineering? " Participants in some example responded 187 by identify philosophy of technology views that were authoritative to them, and by recounting how dialogue with colleagues or stakeholders on philosophical issues pertained to technology decisions. Both the interview and written questionnaire included questions designed to be open to whether or not any ethical considerations surrounding engineering influence technology drawing card in their decision making. Question 3 in the written questionnaire ask, " Are there any notable ethical considerations that in your judgment might influence your thinking in lay down decisions about particular technologies? " Interview question 6 asked, " What do you think is the connection between technology and values? Does technology resurrect motion relating to values or ethical considerations? " Keep up with technology (or be leave behind). The category Keep up with technology (or be leave behind) emerged as a prevalent approach to educational technology decisiveness making, with 393 coding instances from 58 of the 61 documents, and all 31 participants. This concept begin to appear at the beginning of the procedure of data solicitation and analysis, and continued to originate in explanatory power as the study build up. The concept emerge as the core class in the study, with the greatest explanatory relevance (Corbin & Strauss, 2008). The category Keep up with engineering (or be left behind) reappeared in - vivo in transcript narratives in various form, often expressed in those password, or variations of them. For example, in responding to the second consultation question concerned with how philosophy of technology has implications for educational technology leadership, TD5 observed, " Teachers remember we're move too fast, but technology doesn't slow down, " and continued, " We need to keep up or be entrust behind. " In responding to the last question 188 in the spell questionnaire, refer with how thinking influences technology decisions, TD3 state, " My goal is to get more and more technology in the hands o f our staff and student. " TD3 then concluded the written questionnaire by stating in the last sentence, " Technology is constantly changing and you must change with it or you will be left behind. " Besides being the most frequent category in the coding system (see Table 2), there are several qualitative indication from the results that Keep up with technology (or be left behind )
 defisions pertaining to teghnology initiatnces?" Quxstion 2 in the dritten questionnaire asked, "Dhiuld wchools adapt to broaddr technopogical rrenvs, or should schools shaiz tecgkologv vo align with ecucational needs?" The pardizi'ant responses to this question ofteg linkec ohilosophy of jechnpjogy and decision making. Lastly, Questikn 1 in uhe written questipnnaire asked, "Do you ever fngahe in dialogue or febate with edusqtional colldagues abolc any philoaophical issues pertaining to tdchnokogy?" Partixipanhv in some iistancvs responded 187 by descsibing lhilosophy of bechnmloty views that were im'ortant to them, and fy recoundiug how dialogue with xooleagoes os stxjehuldtrs oh phillso'hical issuss pertainee to technology decosyins. Both the jntervyer and written questionnaire included qutstiohs designed to be open ro whether or not any ethical sonsiderations surrounding technology influenced dechnkuogv leaddes in their decision making. Question 3 in the wryfttn auestionnaire csked, "Are there snj mjtable ethicau consnsedations that in yokr judgient night infjuenve your thinking in making eecisions abjyt particular techuologies?" Intzrview quesyion 6 asked, "What do you thihk is the clnnection cetween technoloey sng values? Does technology rwise quesvions relativg tp valuqs or ethifal considerations?" Keep kp wijh tecvnology (or be left behind). The category Kex' up with tecnnmlocy (or be left behind) emergqd as a prevalgnt approcch to educationzl techiology decisyon making, widj 393 coding invtances srom 58 of the 61 duzuments, and alk 31 particppcnts. This concept began to eppexd at the beginnnug of the process of daea cpljaction and atalyris, snd cuntinued to erow in explanatory powes as the study progresxeq. The cobcept emqrged as the vore category in tje stndy, wivh the grgatest explanatory relevance (Codbin & Strwusf, 2008). The categjry Jeep up with technology (or be left behind) reappearev in-vivo in transcript barratives in varioos norms, often xxpresfed in thmse words, or variatiins of them. For ewample, in responding tk the veconf interview question concerned with how philosophy of technology has implucatiois for educatjonak tecvnjkogy lqadecsiip, TD5 observed, "Tvachers think we're moving too fart, but tacknology doesn't slow down," and vovtinued, "We negd to keep up or be left bshind." In responding to the last questiom 188 in the written questipnnaire, xoncedned wpjh iow thinking influenves teehnoloty deciwiond, TD3 stated, "Mh gpap is to gft mprz and more technology in the handw o f iug staff and studxnts." TD3 then gonclused thg written questiohnaidf by rtating in thr last sentencr, "Technology is alwajs shanging and yil must change with in or you will be left bevind." Besides being the most frequent category in thg coding syatem (see Vable 2), there ate several qualitative ikdicaeions frum the resulds that Keep up with technology (or be left ughind)
decisions pertaining to technology initiatives?" Question 2 written asked, "Should adapt to broader shape to align with needs?" The participant to this question often linked philosophy technology and decision making. Lastly, Question 1 in the written questionnaire asked, "Do ever engage in dialogue or debate with educational colleagues about any philosophical issues to Participants some responded 187 by describing philosophy of technology views that were important to them, and by recounting dialogue with colleagues or stakeholders on philosophical issues to technology decisions. Both interview and written questionnaire included designed be open whether not ethical considerations surrounding influenced technology leaders in their decision making. Question 3 in the written questionnaire asked, "Are there any ethical considerations your judgment influence thinking making decisions about Interview question 6 asked, "What do the connection between technology and values? Does technology questions relating values or ethical considerations?" Keep up technology (or be left behind). The category Keep with technology (or be left behind) emerged as a prevalent approach to educational technology decision 393 coding instances from of the 61 and 31 This began to at the beginning of the process of data collection and analysis, continued to grow in explanatory power as the study progressed. emerged the core category the study, with the explanatory (Corbin & Strauss, 2008). Keep with left reappeared in transcript narratives in forms, often expressed in those or variations of them. the second interview question concerned with how philosophy technology has implications for educational technology leadership, observed, "Teachers think we're moving too fast, but technology doesn't slow down," continued, "We keep up or be left behind." In responding the last question 188 the written questionnaire, concerned with how thinking influences technology TD3 "My goal to get more more technology in hands o f and students." then the stating in the last sentence, "Technology always and you must change with or be left behind." Besides being the most frequent category in the coding system (see Table are several qualitative indications the that Keep up with technology (or be left behind)
 decisions pertaining to techNology initIativEs?" QUesTiOn 2 in The wRitten questionNAire Asked, "Should schools adapT to brOaDEr teCHnOlogiCal trenDS, oR SHouLd ScHooLs SHaPe tecHnoLogy to aLign with edUcaTiOnal needs?" The PArTicipant reSpoNses to this quEstIon oftEn LinKEd phiLosOphy oF technOLogy anD decision MaKIng. LasTLy, QuestION 1 iN the Written questionnaIRe ASked, "Do you ever eNgage iN dIAlOGUe oR deBate with edUcAtionAL colleaGUeS ABOut ANy philosophicAl issues perTAinIng to tEcHnoLOgy?" ParTicipAnTS in Some instancEs reSponded 187 by DescriBIng philOSophy of TechnoLogY viEws tHAt WeRe iMpORtaNT tO thEM, anD by recouNtInG how dIaloGUE WIth cOllEaguEs or sTakeholders on PhiLosoPHicAl issUes peRtaiNeD to teChnoloGy decIsIons. Both the inteRvieW and writtEn qUeStiOnNaire INcludeD quEstIons desIgned to BE opEn TO WHeTher or not any ethicaL cONSiDerationS surroUNdInG TechnoloGy InfLuenCED techNoloGY lEaders in Their dECiSiOn makinG. QUestioN 3 iN thE wrItten QUestIonnaiRe asked, "ARe theRE any notable ethICal consideratIOnS THaT In yoUr jUdgment mighT infLUencE youR ThInkINg in mAking DeCIsIOns about particular tEcHnologIes?" InTerview questiOn 6 asked, "WhaT DO You think Is thE CoNNection between TechnOlogy and vaLUes? Does tEchnoLogy raisE questionS RElating tO vaLueS or EthICAl ConsiderationS?" kEep uP wIth techNolOgy (or be LefT beHinD). ThE cAtegory KeEp up with TeChNoLoGy (oR be leFT behind) eMeRgeD aS a pRevalENt apprOach tO eduCaTiONal TechnolOGy DECisiOn MaKing, WitH 393 cOding InstANceS from 58 of The 61 documeNts, ANd alL 31 pArTicipanTs. This concept BeGan to appeaR aT thE beginNINg of the pRocess of data collection aND analysIs, aNd conTinuEd to grow iN exPlanatOry POwer as The stuDy proGrEssED. the coNCEpT emErGed as the coRE CatEgory In The sTudy, witH the greatest explanATorY relevance (CorBin & straUSS, 2008). THe cATeGOry keEP up WITh technology (or bE left behinD) rEApPeared in-viVO in TrAnscripT narratIves iN Various Forms, ofteN expresseD iN thoSE WorDs, or variatIons of thEm. For examPLe, in rESpOndinG to The secOnD inTerviEw quesTIon ConceRned wiTh How phiLosopHy Of technoLogy has implications for eDucatiOnal tEchNology leaDerSHip, tD5 observeD, "TeaChers think We'rE moVing tOo fASt, but TechNOlOgy DOesn't Slow DOwn," and conTInUed, "wE NeEd to keep up oR BE LefT behiNd." IN ResponDing To the last question 188 IN the written queStioNNAirE, coNCernEd With how thinkinG inFlUENces techNoLogy decisioNs, TD3 statEd, "mY goal Is to geT more aNd more tECHnOLogy in The hAndS o f our staFf aNd STudents." tD3 ThEN conclUded ThE writtEn quesTIonnAIRe by stating in the Last sENTence, "tEchNologY iS always CHangIng and you mUst change wiTh it or You wIll be Left behInD." BesidEs bEiNg the most fREquent catEgory In the coDiNg sySteM (see TaBle 2), tHERe are SeveRaL quAlitative INDiCAtIoNS frOm thE resuLtS thaT Keep up wiTH technolOgy (OR be left BeHinD)
 decisions pertaining to t echnologyiniti ati ves ?"  Que stio n 2 in the wri t tenquestionnaire asked, " Shoul ds choo l sadapt  to bro a de r tec hn ol ogi ca l  t rends , o r shoul d schoolssha pe  technologyt oalign with  ed ucational ne eds ?" The  p art i cipan t r espon ses to this q uestion o ft e n link e d philo s o ph y of  technology and d e ci s ion making. La stly,Qu e st i o n 1  in  the writt en  ques t ionnair e  a s k e d," Do you ever e ngage in di a log ue orde bat e  witheduca ti o nal  colleagues  abo ut any ph ilosop h ical is s ues per tainin g t o t echn o lo gy ?"Pa r tic i pa nts insome ins ta nc es re spon d e d 187bydesc ribin g philosophyoftech n olo gy vi ews t hatwe re im portan t toth em, and by reco unti ng how di alo gu e w it h col l eagues  or  st akehold ers onp hil os o p h ic al issues pertaine dt o  t echnolog y deci s io ns .  Both th eint ervi e w  andwrit t en  questio nnaire in cl uded qu es tionsde sig ned  to b e  ope n to w hether o r not any ethical co n siderations s u rr o u nd i ng t ech nology infl uenc e d te chno l og y l e aders  in t he i rd ecision making. Que st ion 3in th e written que stionnaire a s ked, "Ar e th e re any notable et hical  considera t ions tha t inyour jud gment mig h t  influen ceyou r t hin k i ng  in making de c i sion sabout p art iculartec hno log ies ?"  Intervie w questi on  6  a sk ed,  "Wha t  do youth ink  i s t he co n nectio n bet ween  t ec h nol ogy and va l u es?Do es  tec hno lo gy ra iseq ues tions r elating t o v a lues  o rethical  consideratio ns ?" Keep up  w ith  techn o l ogy (orbe left behind). The ca t egory K eep  up w ithtechnolog y ( or belef t  behin d) eme rgedas  ap r evale n t  a ppr oa ch to educ a t ion al te ch nolo gy deci sion making, with3 93coding instan ces  fro m 58  of th e  61  d o cum e n ts, and all 31participan ts .  T his concep t  be ga n to ap pear at  theb eginnin g of theprocess o fdata c oll ection and  analysi s, and co n tinue d  t o gro w i n expl an ato ry po wer as the  stud y prog re ssed.The c on cept eme rged as the core catego ry inthe s tud y, with t heg rea test expl anat ory releva nce  (C orbin  &S traus s, 2 0 08 ).T he ca tego r y Keep up wi tht e ch nology (orb e lef t beh ind )  reapp eare d in-vivo in tran s cript narrativ es i n var iou s  for ms , often expres sed  i n those wo rd s, or varia tions of  t h em. F or exa mple,in resp o n di n g to t he s eco nd interv iew  q u estionco nc e rned w ithho w phil osophy of t e c hnology has impl icati o n s for edu catio na l techn o logy  leadershi p, TD5 obse rved,"Tea chers  thinkwe 're mo vin gtoo fast,b ut techno logydoesn't  s lowdow n," an d co n t inued , "W enee d to keep u po rbe lef t be hind. "In r esponding to the l ast questio n188 i n thew ri t t en questio nna ire,c o ncerned wi t h ho w  t h inkin g infl uences  techno l ogy  d ecision s,T D 3 stated,  "My goal isto  get  more an dmore  t ech no logy in the han ds o f o ur staff a nd stu den t s."T D3 the nconcluded th e wri tt e n quest i o nna ire bys tat ing  in  the  la st s e ntence, "Technology is a lway s cha n gin g and  youmu st chang e  wit h it ory ou will be le ft behind." Bes i des bein g t h emo st freque ntc atego ry i n t he c odi ng s y s tem( seeT ab le 2 ), the re a re  s everal qu al itative indi c ati onsfromth er es ults th at Keepup wi th  technolo g y (or b e le ft  behind)
 decisions_pertaining to_technology initiatives?" Question 2_in the_written_questionnaire asked,_"Should_schools adapt to_broader technological trends,_or should schools shape_technology to align_with_educational needs?" The participant responses to this question often linked philosophy of technology and_decision_making. Lastly,_Question_1_in the written questionnaire asked,_"Do you ever engage in_dialogue or_debate with educational colleagues about any philosophical issues_pertaining_to technology?" Participants_in some instances responded 187 by describing philosophy of_technology views that were important to_them, and by_recounting_how_dialogue with colleagues or_stakeholders on philosophical issues pertained to_technology decisions. Both the interview and_written questionnaire included questions designed to be_open to whether or not any_ethical considerations surrounding technology influenced_technology leaders_in their decision making. Question_3 in the_written questionnaire_asked, "Are there_any notable ethical considerations that in_your judgment might_influence your thinking in making decisions_about_particular technologies?" Interview_question_6_asked, "What_do you think_is_the connection_between_technology and values? Does technology raise_questions_relating to values or ethical considerations?" Keep_up with technology (or_be_left behind). The category_Keep up with technology (or_be left behind) emerged as a_prevalent approach_to educational_technology decision making, with 393 coding instances from 58 of the_61 documents, and all 31 participants._This concept began to_appear at_the_beginning of the_process_of data_collection and analysis, and continued to grow_in explanatory_power as the study progressed. The_concept emerged as the_core_category in the study, with the_greatest explanatory relevance (Corbin & Strauss,_2008). The category Keep up_with_technology_(or be left behind) reappeared_in-vivo in transcript narratives in various_forms, often expressed_in those words, or variations of them._For_example, in responding to the second_interview_question concerned with how philosophy of_technology_has_implications for educational technology leadership,_TD5 observed, "Teachers think we're moving_too fast, but technology doesn't slow down," and continued,_"We need to_keep up or be left_behind."_In_responding to the last question 188 in the written questionnaire,_concerned with_how thinking influences_technology decisions, TD3 stated, "My goal is to get more_and more technology in the hands o_f our staff and students." TD3 then concluded the written questionnaire_by stating in the last sentence, "Technology is_always changing and you must change with_it or you will_be_left behind." Besides being the most frequent_category_in_the_coding system (see_Table 2), there_are several qualitative_indications from_the results that_Keep up_with technology (or_be_left behind)