 seems like everywhere else in other districts they seem more advanced with technology and gadgets," and said, "Those with technology like to show off." In analyzing the data, the researcher observed that pressure to keep up with technology was not limited to rural school districts, but was present in urban districts, and districts with greater numbers of technology resources. A technology leader, TS14, from a school district known for being a pioneer in educational technology stated, in response to the first interview question, "It's a constantly changing thing, and I don't know if there will ever be a way to keep up with it because o f how fast it changes." Similarly, a technology leader from another district with a reputation for educational technology stated, "We think we get it under control, and then they stop supporting the software, or something else comes out that's newer! Then we have to start from scratch all over again." The study's data for the dimensions associated with the property pressure to keep up with technology describe how this philosophy of technology is of consequence for educational technology leadership. The dimension schools should adapt to broader technology trends was associated with 11 participants, with 15 coding instances from 11 documents. In assessing trends such as consumer technology innovations, the growth of 196 smartphones, and the popularity of social media, some technology leaders explained that in making decisions, they were guided by a concern to adapt these broader technology trends into their classrooms. In response to the second question on the written questionnaire, TD14 wrote, "If everyone is moving to social networking for communication then educational technology needs to embrace their own form of this medium and expand upon it." In response to the same question, TD10 wrote, "With iPads and tablets being the current trend, I have had numerous students that thanked me for lessons on Jamestown, planets, oceans, and math facts simply because we are utilizing the iPads." TS6 explained, "Looking beyond our walls is important, I think, as technology becomes more omnipresent in the lives of students in the form of cheaper, inexpensive, network connected devices." The dimension keep up with technology and get ahead was associated with an approach to technology leadership involving decision making efforts to get ahead with technology, in order to provide the resources necessary for students to be educated and prepared for a technological future. This dimension was associated with 8 participants, with 16 coding instances from 12 documents. TD13 explained that this philosophy meant being a risk taker, and explained: The one big thing is that I am willing to take risks, you
seems like everywhere else in other districts they seem more advance with engineering and appliance, " and said, " Those with technology like to show off. " In analyze the data, the researcher respect that pressure to keep up with engineering was not specify to rural school districts, but was present in urban district, and districts with greater numbers of technology resource. A technology leader, TS14, from a school district known for being a pioneer in educational technology stated, in reaction to the first interview question, " It's a constantly switch thing, and I don't know if there will ever be a way to continue up with it because o f how fast it changes. " Similarly, a technology leader from another district with a repute for educational technology stated, " We think we get it under control, and then they stop corroborate the software, or something else comes out that's newer! Then we have to start from scratch all over again. " The study's data for the dimensions associate with the property pressure to restrain up with engineering identify how this philosophy of technology is of consequence for educational technology leadership. The dimension schools should adapt to broader engineering trends was associated with 11 participants, with 15 coding instances from 11 documents. In assessing trends such as consumer technology innovations, the growth of 196 smartphones, and the popularity of social media, some engineering leaders explain that in making decisions, they were guided by a concern to adapt these broad technology trends into their classrooms. In reception to the second question on the written questionnaire, TD14 wrote, " If everyone is moving to social networking for communication then educational engineering needs to embrace their own form of this medium and expand upon it. " In reaction to the same doubt, TD10 wrote, " With iPads and tablet being the current trend, I have hold numerous students that thanked me for lessons on Jamestown, planets, oceans, and mathematics facts simply because we are utilizing the iPads. " TS6 explain, " Looking beyond our walls is important, I think, as technology become more omnipresent in the lives of students in the kind of cheaper, inexpensive, network connected devices. " The dimension restrain up with technology and get ahead was associated with an approach to technology leadership involving decisiveness making efforts to arrive ahead with technology, in order to leave the resources necessary for students to be educate and prepared for a technological future. This dimension was associate with 8 participant, with 16 coding instances from 12 documents. TD13 explain that this philosophy meant being a risk taker, and explained: The one big thing is that I am uncoerced to take risks, you
 sefms like everywhere else in other distrnxts thxy seem more adxanced with technology and gedgers," ane said, "Those with techvology line to shiw ohf." In analyzing vge data, the rsdearehxr observed thaj pressure tm keep up with tdcknology was not limited to rural schjol disyrlcts, but was ptesenu ig urgan districts, and districts with gdeater iumbers of techmology resources. A technollgy peader, TS14, from a sfhool distruct hbown for beivg a pionetr in educatjonal technology stated, in respunse co the firsj jnhgrview questmon, "It'f a constantly changhng thimg, and I don't lnox if there will ever be a way to keep up wijh it becagsz o f how fast it chabgws." Sikilasly, x tezhnklpgg leadfr hrom anothed district qith a reputation fpr vcucational tschnoljgr stated, "We think we get it under contrml, znd then they stop suppirting the software, ot somethind else comes out that's newer! Then we have to stard froj scxqtch xol over again." The study's data for the dimensionf axspciated with tme property pressute tp keep up with technolofy describe how thls philjsopht of techgoloby is of consequence for edycational tebhnooogy leadership. Thz dimension rchopls snould adapt to broader cechnomogy trends was assodkated with 11 partkciiantv, with 15 coding instances fwom 11 docunentx. In asressong trqnds such ws cokvumer technology ijnovajions, dhe growth of 196 smartphones, and the populacmty of social madid, some tzchnolpgy leaders evplained that nn makiny decirions, they were gnided by a cjncern to ada[j these broadxr technojogy trebds intu their classropms. In response to rhe second questiok on jhs written questnubnaire, TD14 wrote, "If evqrjonx is imving to sochal vetdprkine for commukicxtiom then educational tachnklogy needs to embtage their iwn form of this mediim and expand upon it." Ii respunse yo jhe same question, TD10 wrote, "With iPads anf twblets being the current treud, I have had numerous students that thaiked me for lessons on Hamestown, planets, oeesns, and mati factf simply tecause we are utilizing the iPads." TS6 explained, "Looking begond ogr wapls is important, I think, as technology becomes more omnipresent in the lices of students in the form oy ckeaper, ynex'eisive, network conmected devices." The dimension kexp up with tzchnology and get ahead was axsuciated with xn approach to technologg leaderxhip involving decision making rfforts to get ahead witm technoligy, ih ordeg tu provide the resoirces uecessqry for stufents to be eaucstcd and preoarev fkr a technological future. This dumensiin was associated xith 8 particlpxnts, sith 16 soding instances froj 12 docoments. TD13 explsined that thix philosophy meant bvind a risk taker, znd explainec: The ote big thing is that I dm willing to take risks, you
seems like everywhere else in other districts more with technology gadgets," and said, show In analyzing the the researcher observed pressure to keep up with technology not limited to rural school districts, but was present in urban districts, and with greater numbers of technology resources. A technology leader, TS14, from a school known being pioneer educational technology stated, in response to the first interview question, "It's a constantly changing thing, and don't know if there will ever be a to keep up with because o f how fast changes." a technology from district a reputation for technology stated, "We think we get it under control, and then they stop supporting the software, or else comes newer! Then have start scratch all over study's data for the dimensions associated pressure to keep up with technology describe how philosophy of is of consequence for educational technology The dimension schools should adapt to broader technology was associated with 11 participants, with 15 coding instances from 11 documents. In assessing trends consumer technology innovations, the of 196 smartphones, the of media, technology leaders that in making decisions, they were guided by a concern to these broader technology trends into their classrooms. In response to question the written questionnaire, wrote, "If everyone is to networking for communication then needs embrace of medium expand upon it." In to the same question, TD10 "With iPads and tablets have had numerous students that thanked me for on Jamestown, planets, oceans, and math facts because we are utilizing the iPads." TS6 explained, "Looking beyond our walls important, I technology becomes more omnipresent in the lives of in the form of inexpensive, network connected devices." The dimension keep up with and ahead was with an approach technology leadership involving making efforts to with technology, order provide for students to be educated and for technological future. This dimension was with with 16 coding instances from 12 documents. TD13 explained that this philosophy meant being a and explained: The one thing that I am willing to take risks, you
 seems like everywhere else in Other distrIcts tHey SeeM mOre aDvanCed with technolOGy anD gadgets," and said, "Those wiTh tecHnOLogy LIkE to shOw off." In ANaLYZinG tHe DatA, tHE rEsearCheR observEd that presSurE tO keep up with tEChNology was nOt lImited to ruraL scHool diStRicTS, but wAs pResenT in urbAN distrIcts, and diStRIcts wiTH greateR NUmBers Of technology resouRCeS. a technology leaDer, TS14, fRoM A sCHOol DisTrict known FoR beinG A pioneeR In EDUCatIOnal technologY stated, in reSPonSe to thE fIrsT IntervIew quEsTIon, "it's a constanTly cHanging thIng, and i Don't knoW If there Will evEr bE a wAy to KEeP uP wiTh IT beCAuSe o F How Fast it chAnGeS." SimiLarlY, A TEChnoLogY leaDer frOm another distRicT witH A rePutatIon foR eduCaTionaL technOlogy StAted, "We think we geT it uNder contrOl, aNd TheN tHey stOP suppoRtiNg tHe softwAre, or soMEthInG ELSe Comes out that's newer! thEN We Have to stArt froM ScRaTCh all oveR aGaiN." The STUdy's dAta fOR tHe dimensIons asSOcIaTed with ThE propeRtY prEssUre to KEep uP with tEchnologY descRIbe how this philOSophy of technoLOgY IS oF ConsEquEnce for educAtioNAl teChnoLOgY leADershIp. The DiMEnSIon schools should adaPt To broaDer teChnology trendS was associATED with 11 parTiciPAnTS, with 15 coding insTanceS from 11 documENts. In assEssinG trends sUch as consUMEr technoLogY inNovAtiONS, tHe growth of 196 smaRTPhonEs, And the pOpuLarity oF soCiaL meDia, SoMe technolOgy leadeRs ExPlAiNed That iN Making deCiSioNs, TheY were GUided bY a conCern To AdAPt tHese broADeR TEchnOlOgY treNds InTo theIr clASsrOoms. In rEsponse to The SEconD qUeStion on The written queStIonnaire, TD14 WrOte, "if everYONe is moviNg to social networking for COmmunicAtiOn theN eduCational tEchNology NeeDS to embRace thEir owN fOrm OF This mEDIuM anD eXpand upon iT." iN reSponsE tO the Same queStion, TD10 wrote, "With iPADs aNd tablets beinG thE curRENt TreND, I HAve HaD NumEROus students that Thanked me fOr LEsSons on JameSTowN, pLanets, oCeans, anD math FActs simPly becausE we are utiLiZing THE iPAds." TS6 explaIned, "LookIng beyond OUr walLS iS impoRtaNt, I thiNk, As tEchnoLogy beCOmeS more OmniprEsEnt in tHe livEs Of studenTs in the form of cheaper, ineXpensiVe, netWorK connecteD deVIceS." The dimenSion Keep up with TecHnoLogy aNd gET aheaD was ASsOciATed wiTh an APproach to TEcHnoLOGy Leadership iNVOLviNg decIsiON makinG effOrts to get ahead witH Technology, in orDer tO PRovIde THe reSoUrces necessary For StUDEnts to be EdUcated and prEpared foR a TEchnoLogicaL futurE. This diMENsIOn was aSsocIatEd with 8 parTicIpANts, with 16 CoDiNG instaNces FrOm 12 docuMents. Td13 ExplAINed that this philoSophy MEAnt beINg a Risk tAkEr, and exPLainEd: The one biG thing is thaT I am wiLlinG to taKe risks, YoU
 seems like everywhere els e in other  dist ric tsth ey s eemmore advancedw ithtechnology and gadgets ," an ds aid, "T hosewith te c hn o l ogy  l ik e t os ho w off ."In anal yzing thedat a,  the researc h er  observedtha t pressure t o k eep up  w ith techn olo gy wa s notl imited  to rural  s c hool d i stricts , bu t wa s present in urba n  d i stricts, and d istric ts wi t h  gr eat er numbers  o f tec h nologyr es o u r ces .  A technology  leader, TS 1 4,from a  s cho o l dist rictkn o wnfor being a  pio neer in e ducati o nal tec h nologystated , i n r espo n se  t o t he fir s tint e rvi ew quest io n,  "It' s ac o n s tant lychan gingthing, and Idon 't k n owif th ere w illev er be  a way  to k ee p up with it be caus e o f how  fa st  it  c hange s ." Sim ila rly , a tec hnology lea de r f ro m another district  w i t ha reputa tion f o red u cational  t ech nolo g y  stat ed," We  think w e geti tun der con tr ol, an dthe n t hey s t op s upport ing thesoftw a re, or somethi n g else comeso ut t ha t 's n ewe r! Then wehave to s tart fr oms cratc h all  o v er again." The study's  d ata fo r the  dimensions a ssociatedw i t h the pr oper t yp ressure to kee p upwith techn o logy des cribe  how thi s philoso p h y of tec hno log y i s o f co nsequence for e duca ti onal te chn ology l ead ers hip . T he  dimensio n school ssh ou ld  ad apt t o  broader  t ech no log y tre n ds was  asso ciat ed  w i th11 part i ci p a nts,  w it h 15  co di ng in stan c esfrom 11  document s.I n as se ss ing tre nds such as c on sumer tech no log y inno v a tions, t he growth of 196 smartp h ones, a ndthe p opul arity ofsoc ial me dia ,  sometechno logyle ade r s  expl a i ne d t ha t in makin g dec ision s,  the y wereguided by a concer n  to  adapt thesebro ader t ec hno l og y  tr en d s i n t o their classro oms. In re sp o ns e to the s e con dquestio n on th e wri t ten que stionnair e, TD14 w ro te," I f e veryone is  movingto social netwo r ki ng fo r c ommuni ca tio n the n educ a tio nal t echnol og y need s toem brace th eir own form of this me dium a nd ex pan d upon it ."I n r esponse t o th e same que sti on,  TD10  wr o te, " With iP ads and t able t s being t h ecur r e nt  trend, I h a v e  ha d num ero u s stud ents  that thanked mef or lessons onJame s t own , p l anet s,  oceans, and m ath  f a c ts simpl ybecause weare util iz i ng th e iPad s." TS 6 expla i n ed ,  "Look ingbey ond our w all si s impor ta nt ,  I thi nk,as  techn ologyb ecom e s  more omnipresen t int h e liv e s o f stu de nts int he f orm of che aper, inexp ensive , ne twork  connec te d devi ces ."  The dimen s ion keepup wi th tech no logy  an d getahea d was a ssoc ia ted  with ana p pr o ac ht o t echn ology  l eade rship inv o lving de cis i on maki ng  ef f o rts to ge t ahead with  te chnol o g y, in orde r  top ro v ide t he res ources  necess a ryfo r stude nts t o be educ ated andp rep ar ed f or a tec hn olog ic alfu ture. This dime nsion wa s associ a t ed wit h 8 part i cipant s,  with 16 cod ing i ns t ances f r o m 1 2 docum e nts . T D13  exp lai nedt hat this philosophy mean t be ing a ris k tak er, a nd  explain e d: T he one b i g thing is th at I am willing tot akeris k s,  y ou
 seems_like everywhere_else in other districts_they seem_more_advanced with_technology_and gadgets," and_said, "Those with_technology like to show_off." In analyzing_the_data, the researcher observed that pressure to keep up with technology was not limited_to_rural school_districts,_but_was present in urban districts,_and districts with greater numbers_of technology_resources. A technology leader, TS14, from a school_district_known for being_a pioneer in educational technology stated, in response to_the first interview question, "It's a_constantly changing thing,_and_I_don't know if there_will ever be a way to_keep up with it because o_f how fast it changes." Similarly, a_technology leader from another district with_a reputation for educational technology_stated, "We_think we get it under_control, and then_they stop_supporting the software,_or something else comes out that's_newer! Then we_have to start from scratch all_over_again." The study's_data_for_the dimensions_associated with the_property_pressure to_keep_up with technology describe how this_philosophy_of technology is of consequence for educational_technology leadership. The dimension_schools_should adapt to broader_technology trends was associated with_11 participants, with 15 coding instances_from 11_documents. In_assessing trends such as consumer technology innovations, the growth of 196_smartphones, and the popularity of social_media, some technology leaders_explained that_in_making decisions, they_were_guided by_a concern to adapt these broader technology_trends into_their classrooms. In response to the_second question on the_written_questionnaire, TD14 wrote, "If everyone is_moving to social networking for communication_then educational technology needs to_embrace_their_own form of this medium_and expand upon it." In response_to the same_question, TD10 wrote, "With iPads and tablets_being_the current trend, I have had_numerous_students that thanked me for lessons_on_Jamestown,_planets, oceans, and math facts_simply because we are utilizing the_iPads." TS6 explained, "Looking beyond our walls is important,_I think, as_technology becomes more omnipresent in_the_lives_of students in the form of cheaper, inexpensive, network connected_devices." The_dimension keep up_with technology and get ahead was associated with an approach_to technology leadership involving decision making efforts_to get ahead with technology, in order to provide the resources_necessary for students to be educated and prepared_for a technological future. This dimension was_associated with 8 participants,_with_16 coding instances from 12 documents. TD13_explained_that_this_philosophy meant being_a risk taker,_and explained: The_one big_thing is that_I am_willing to take_risks,_you