 resistant to it as a lot of places are, we're doing a disservice to students. By keeping on top of it we're better 201 preparing students." TD12 stated, "You've got a lot o f folks who are not as comfortable with technology as the kids are, and that's a big divide there, and that holds us back." TS1 wrote that a teacher, whose students had scored the lowest on standardized reading assessments, was resistant to using a reading intervention program with students, and had said to her, "I have a real problem with allowing a machine to help my students read." TS11 stated, "Students are digital natives and ready to embrace technology, but we tend to hold them back." Philosophy o f keeping up with technology is influential. The property philosophy o f keeping up with technology is influential, associated with Keep up with technology (or be left behind), involved instances when technology leaders described how a philosophy of keeping up with technology informed professional practice and technology decision making. This property involved 51 coding instances from 18 documents and 17 participants. TD5 described this philosophy as a strategy for managing teacher resistance to technological change, by stating, "Teachers think we're moving too fast, but technology doesn't slow down. We need to keep up or be left behind." TD3 emphasized leadership efforts to implement more technology in schools, and stated, "My goal is to get more and more technology in the hands of our staff and students. Technology is always changing and you must change with it or you will be left behind." Similarly, TDM stated, "We should be moving forward and doing as many trials with technology as possible. Schools should never be behind with technology." TD12 explained how adopting new technologies can involve willingness to accept risks, and stated, "As a leader in the state, I am a risk taker but can implement things with ease," and said, "We do not want our students to be left behind." Technology leaders 202 also described how this philosophy was related to professional efforts to keep up with technology to benefit their schools, and keep their own skill set up-to-date. TS 13 stated, "We do the best we can with staying on top of things with the new things in technology coming out. We try to update constantly what we're doing." In responding to the second interview question concerning how philosophy had implications for educational technology leadership, TS14 stated: It forces me to be in constant contact with what's new in technology, with what is up and coming, whether it's how
resistant to it as a lot of places are, we're doing a disservice to student. By sustain on top of it we're better 201 preparing scholar. " TD12 stated, " You've got a draw oxygen f folks who are not as comfortable with technology as the kids are, and that's a adult divide there, and that holds us back. " TS1 publish that a teacher, whose students had scored the lowest on standardized reading assessments, was immune to using a reading intervention course of study with students, and had said to her, " I have a real trouble with allowing a car to help my students read. " TS11 stated, " scholar are digital natives and ready to embrace technology, but we tend to hold them back. " doctrine oxygen degree fahrenheit keeping up with technology is influential. The property philosophy o f keep up with engineering is influential, associate with Keep up with engineering (or be leave behind), imply instances when technology leaders described how a philosophy of keeping up with technology inform professional practice and technology decision making. This property involved 51 code instances from 18 documents and 17 participants. TD5 described this doctrine as a strategy for oversee teacher underground to technological change, by stating, " Teachers remember we're moving too fast, but technology doesn't decelerate down. We need to prevent up or be left behind. " TD3 emphasized leadership campaign to implement more engineering in schools, and stated, " My goal is to get more and more technology in the hand of our staff and students. engineering is always changing and you must transfer with it or you will be left behind. " Similarly, TDM stated, " We should be move forward and do as many trials with technology as possible. Schools should never be behind with technology. " TD12 explained how adopting fresh technologies can involve willingness to take risks, and stated, " As a drawing card in the state, I am a risk taker but can implement things with ease, " and said, " We do not want our students to be left behind. " Technology leaders 202 besides described how this philosophy was relate to professional efforts to keep up with technology to benefit their schools, and keep their own skill sic up - to - date. TS 13 stated, " We do the best we can with stay on circus tent of things with the new things in engineering coming out. We try to update constantly what we're doing. " In responding to the second interview question concerning how doctrine had implications for educational technology leadership, TS14 stated: It forces me to be in constant contact with what's new in technology, with what is up and coming, whether it's how
 redistant to it as a lot on places are, we'rg eoing e dissedvice to students. By keeping on top lf it wt'ge better 201 preparing rtudents." ND12 stated, "You'te got a lot o f folks wmj ars not es comfortable eith technmlogy as the khdr cre, and that's a big divide there, and that hplfs us back." TS1 rrott trat z teacher, whose students had scores the lmwest on stancardized reading assessmenhs, wws resistant to uslng a readibg igrervention pfogram with students, ahd had said to her, "I have a reau proylem with aoliwijc a machine to hvlp my studenbx read." TS11 stayed, "Students ave dijitao natives and ready tm embrace technolody, but we tznd to hold them back." Pyilosmphy o f jeeoinf np sith tfchiology is ihfluential. Rhe property philospprj o f keeping up wieh technology is influential, associated wpth Ieep up with technology (or be left behind), ingolved inftances when technology leaders described how a pviloskohy on kedpijg up with technology informed professional pwzcuicv and technology becision making. Yhls kroperty involxed 51 codihg instances from 18 documegts abd 17 partisipamts. TD5 described this philowophy as a snratwgy for managing tzacher resiscance jo tecnnological change, by stcting, "Feachers thlnk we're juving too fast, bjt nechtology doesn't slow down. We need to jeep up or ce lgft behynd." TD3 empjasizcg leadership efforhs to ikplement mlre technology in schools, and sveted, "My goal os to get morz and kore technolody in the handx of oux stafw and studvnts. Techiology is alrays changing wnd you must change rith it ir you dkll be left benind." Similarly, TDM wtated, "We should bc movkhg forward and buung as many trisls wieh txchnojmgy as possitle. Rchupls sfould ntrer ce brhind with technologf." TD12 explained how adoltlng new tgchnologiqs can involvr willingness to afcept rirks, amd ftated, "As a leader in the stats, I am a gish taker but san lmplgment thingx with ease," and said, "We do not want our students to be lgft behind." Technology keaders 202 alxo defcribed hmw this philosophy wqs related to pronessional efforts to ksep up with technology to benefit their schools, and keep their own skill set up-to-datw. TS 13 stated, "We do the best wz ccn with stabiig on top of thinbs with the new things in technulogy cokiug out. We try to update constsngly what we're doing." In responding to fhe secomd interview question concerninb how philosophy had impkicationw for educanjoial technology leadetship, CS14 stared: It dorccs me to be in comsbant contaft wmth what's new in technology, with whqt is yp and coming, whetier it's how
resistant to it as a lot of we're a disservice students. By keeping better preparing students." TD12 "You've got a o f folks who are not comfortable with technology as the kids are, and that's a big divide there, that holds us back." TS1 wrote that a teacher, whose students had scored lowest standardized assessments, resistant to using a reading intervention program with students, and had said to her, "I have real problem with allowing a machine to help students read." TS11 stated, are digital natives and ready embrace but we to them Philosophy o f up with technology is influential. The property philosophy o f keeping up with technology is influential, associated Keep up (or be behind), instances technology leaders described philosophy of keeping up with technology and technology decision making. This property involved 51 instances from documents and 17 participants. TD5 described philosophy as a strategy for managing teacher resistance technological change, by stating, "Teachers think we're moving too fast, but technology doesn't slow down. to keep up or left behind." TD3 leadership to more in schools, stated, "My goal is to get more and more technology in hands of our staff and students. Technology is always changing must with it or will be left behind." TDM "We should be moving doing many as Schools never be behind with TD12 explained how adopting new can involve willingness to a leader in the state, I am a taker but can implement things with ease," said, "We do not want our students to be left behind." Technology 202 also this philosophy was related to professional efforts to up with technology to their schools, and keep their own skill set up-to-date. 13 "We do best we can staying on top things with the in technology out. try what we're doing." In responding to second question concerning how philosophy had for leadership, TS14 stated: It forces me to be in constant contact with what's new in what is up and whether how
 resistant to it as a lot of placEs are, we're dOing a DisSerViCe to StudEnts. By keeping oN Top oF it we're better 201 preparing StudeNtS." tD12 stATeD, "You'vE got a loT O f FOLks WhO aRe nOt AS cOmforTabLe with tEchnology aS thE kIds are, and thaT'S a Big divide tHerE, and that holdS us Back." TS1 WrOte THat a tEacHer, whOse stuDEnts haD scored thE lOWest on STandardIZEd ReadIng assessments, was REsIStant to using a rEading InTErVENtiOn pRogram with StUdentS, And had sAId TO HEr, "I HAve a real problEm with allowINg a MachinE tO heLP my stuDents ReAD." TS11 Stated, "StudeNts aRe digital NativeS And readY To embraCe techNolOgy, But wE TeNd To hOlD TheM BaCk." PHIloSophy o f kEePiNg up wIth tECHNOlogY is InflUentiAl. The property PhiLosoPHy o F keepIng up With TeChnolOgy is iNflueNtIal, associated wiTh KeEp up with tEchNoLogY (oR be leFT behinD), inVolVed instAnces whEN teChNOLOgY leaders described hOw A PHiLosophy oF keepiNG uP wITh technoLoGy iNforMED profEssiONaL practicE and teCHnOlOgy deciSiOn makiNg. thiS prOpertY InvoLved 51 coDing instAnces FRom 18 documents anD 17 Participants. Td5 DeSCRiBEd thIs pHilosophy as A strATegy For mANaGinG TeachEr resIsTAnCE to technological chaNgE, by staTing, "TEachers think wE're moving tOO FAst, but teChnoLOgY Doesn't slow down. we neeD to keep up oR Be left beHind." Td3 emphasiZed leaderSHIp effortS to ImpLemEnt MORe Technology in sCHOols, AnD stated, "my gOal is to Get MorE anD moRe TechnologY in the haNdS oF oUr StaFf and STudents. TEcHnoLoGy iS alwaYS changIng anD you MuSt CHanGe with iT Or YOU wilL bE lEft bEhiNd." similArly, tdM sTated, "We Should be mOviNG forWaRd And doinG as many trials WiTh technoloGy As pOssiblE. sChools shOuld never be behind with teCHnology." tD12 eXplaiNed hOw adoptinG neW technOloGIes can InvolvE willInGneSS To accEPT rIskS, aNd stated, "As A LEadEr in tHe StatE, I am a riSk taker but can impleMEnt Things with easE," anD saiD, "wE dO noT WaNT ouR sTUdeNTS to be left behind." technology LeADeRs 202 also descRIbeD hOw this pHilosopHy was RElated tO professiOnal efforTs To keEP Up wIth technolOgy to benEfit their SChoolS, AnD keep TheIr own sKiLl sEt up-tO-date. Ts 13 StaTed, "We Do the bEsT we can With sTaYing on toP of things with the new thinGs in teChnolOgy Coming out. we tRY to Update conStanTly what we'rE doIng." in resPonDIng to The sECoNd iNTerviEw quEStion concERnIng HOW pHilosophy haD IMPliCatioNs fOR educaTionAl technology leadeRShip, TS14 stated: It ForcES Me tO be IN conStAnt contact with WhaT's NEW in technOlOgy, with what Is up and cOmINg, wheTher it'S how
 resistant to it as a lotof placesare,we' redo inga di sservice to st u dent s. By keeping on top o f itwe ' re b e tt er 20 1 prepa r in g stu de nt s."  T D 12  stat ed,  "You'v e got a lo t o  f  folks who a r enot as com for table with t ech nology  a s t h e kid s a re, a nd tha t 's a b ig divide  t h ere, a n d thath o ld s us  back." TS1 wrote th a t a teacher, w hose s tu d en t s  ha d s cored thelo westo n stand a rd i z e d r e ading assessm ents, was r e sis tant t ousi n g a re ading  i n ter vention pro gram  with stu dents, and had said to  her,"Ihav e ar ea lpro bl e m w i th  al l owi ng a mac hi ne  to h elpm y s tude nts  rea d." T S11 stated, " Stu dent s  ar e dig italnati ve s and  ready  to e mb race technology , bu t we tend  to  h old  t hem b a ck." P hil oso phy o f  keepin g  up  w i t h  t echnology is influ en t i al . The pr operty ph il o sophy ofkee ping u p wit h te c hn ology is  influ e nt ia l, asso ci ated w it h K eep  up w i th t echnol ogy (orbe le f t behind), inv o lved instance s  w h e nt echn olo gy leadersdesc r ibed  how aphi l osoph y ofke e pi n g up with technolog yinform ed pr ofessional pr actice and t e chnology  dec i si o n making. This  prop erty invol v ed 51 co dinginstance s from 18 d ocuments  an d 1 7 p art i c ip ants. TD5 des c r ibed  t his phi los ophy as  astr ate gyfo r managin g teache rre si st anc e tot echnolog ic alch ang e, by statin g, "T each er st hin k we're mo v i ng t oo  f ast,  bu ttechn olog y  do esn't s low down.  We need  t okeep up  or be left b eh ind." TD3em pha sizedl e adership  efforts to implement m o re tech nol ogy i n sc hools, an d s tated,  "M y  goalis toget m or e a n d  more t ec hno lo gy in theh a nds  of o ur  sta ff andstudents. Technolo g y i s always chan gin g an d yo u m u st cha ng e  wi t h  it or you will  be left b eh i nd ." Similar l y,TD M state d, "Weshoul d  be mov ing forwa rd and do in g as m any  trials wi th techn ology asp ossib l e.  Scho ols  shoul dnev er be  behin d  wi th te chnolo gy ." TD1 2 exp la ined how  adopting new technolog ies ca n inv olv e willing nes s  to  accept r isks , and stat ed,  "A s a l ead e r inthes ta te, I ama ri s k taker b u tcan i mp lement thin g s wit h eas e," and sa id,"We do not want o u r students tobe l e f t b ehi n d."Te chnology leade rs20 2 also des cr ibed how th is philo so p hy wa s rela ted to  profes s i on a l effo rtstokeep up w ith  t e chnolog yto benefi t th ei r scho ols, a n d ke e p  their own skill  setu p -to-d a te.  TS 1 3stated, "Wedo the bes t we can wi th sta ying  on t op of t hi ngs wi thth e new thin g s in tech nolog y comin gout.  We  try t o up d a te co nsta nt lywhat we'r e do i ng ." Inresp ondin gto t he second intervie w q u estionco nce r n ing ho w  p h i losophy ha d i mplic a t ions for e d ucat i on a l tec hnolog y lead ership, TS1 4stated:  It f orces meto be inc ons ta nt c ontact w it h wh at 'sne w in technology , with w hat is u p and co min g , wh e ther i t' s how
 resistant_to it_as a lot of_places are,_we're_doing a_disservice_to students. By_keeping on top_of it we're better_201 preparing students."_TD12_stated, "You've got a lot o f folks who are not as comfortable with_technology_as the_kids_are,_and that's a big divide_there, and that holds us_back." TS1_wrote that a teacher, whose students had scored_the_lowest on standardized_reading assessments, was resistant to using a reading intervention_program with students, and had said_to her, "I_have_a_real problem with allowing_a machine to help my students_read." TS11 stated, "Students are digital_natives and ready to embrace technology, but_we tend to hold them back."_Philosophy o f keeping up_with technology_is influential. The property philosophy_o f keeping_up with_technology is influential,_associated with Keep up with technology_(or be left_behind), involved instances when technology leaders_described_how a philosophy_of_keeping_up with_technology informed professional_practice_and technology_decision_making. This property involved 51 coding_instances_from 18 documents and 17 participants. TD5_described this philosophy as_a_strategy for managing teacher_resistance to technological change, by_stating, "Teachers think we're moving too_fast, but_technology doesn't_slow down. We need to keep up or be left behind."_TD3 emphasized leadership efforts to implement_more technology in schools,_and stated,_"My_goal is to_get_more and_more technology in the hands of our_staff and_students. Technology is always changing and_you must change with_it_or you will be left behind."_Similarly, TDM stated, "We should be_moving forward and doing as_many_trials_with technology as possible. Schools_should never be behind with technology."_TD12 explained how_adopting new technologies can involve willingness to_accept_risks, and stated, "As a leader_in_the state, I am a risk_taker_but_can implement things with ease,"_and said, "We do not want_our students to be left behind." Technology leaders 202_also described how_this philosophy was related to_professional_efforts_to keep up with technology to benefit their schools, and_keep their_own skill set_up-to-date. TS 13 stated, "We do the best we can_with staying on top of things with_the new things in technology coming out. We try to update_constantly what we're doing." In responding to the_second interview question concerning how philosophy had_implications for educational technology_leadership,_TS14 stated: It forces me to be_in_constant_contact_with what's new_in technology, with_what is up_and coming,_whether it's how