 or implementing educational technology initiatives requiring strategic reflection about a variety of key issues, including possible questioning of philosophical or ethical issues. To identify technology leaders who had been involved with pertinent technology initiatives, the researcher consulted technology conference publications, school district technology plans, school district and educational technology websites, professional blogs, and minutes from consortium meetings. For example, there has been recent discussion in the educational technology field concerning bring your own device (BYOD) initiatives, whereby students are allowed to bring their own mobile devices such as laptops, phones, and tablets to school. The literature suggests that technological determinist assumptions may play a part in the thinking on this particular issue, as Schachter (2012), Noonoo (2012), and Norris and Soloway (2011) claimed that BYOD initiatives are inevitable in schools. Technology leaders who had worked with implementing initiatives such as BYOD, or other innovative technology initiatives, including iPad initiatives, were considered as subjects for the qualitative study. During data analysis, an emphasis on preparing students with 21st century skills using technology emerged as a conceptual theme, and participants were approached who had been involved with leading and implementing 21st century skills in schools. In selecting the participants, the researcher, who serves as a Virginia school district technology director, leveraged professional relationships forged through educational technology conferences and consortiums. Participants were recruited through email and over the telephone. A script for each approach was used that avoided undue pressure on potential participants, promoted informed consent, and emphasized that participating in the study would be voluntary. A recruiting adjustment made by the researcher early in the study involved a shift to placing greater emphasis on telephone recruiting, since recruiting or scheduling interviews through email often did not gamer a 131 response. For participants within a reasonable driving distance of the researcher, a personal interview was an option. Two interviews were conducted in person, with all other interviews conducted over the telephone. Sample Purposive sampling and theoretical sampling. Data collection proceeded by purposive and theoretical sampling. The approach to data sampling in qualitative data analysis does not attempt to obtain representative population distributions (Charmaz & Henwood, 2008; Corbin & Strauss, 2008), and does not stop after data is collected from a predetermined sample (Hood, 2007). Rather, theoretical sampling involves the researcher deciding what data to collect next in order to facilitate the generation of concepts and theory (Corbin & Strauss, 2008; Holton, 2007; Morse, 2007). The researcher continued data collection until the point o f theoretical saturation was reached when additional data collection yielded little new
or implementing educational technology initiatives requiring strategic mirror image about a variety show of key issues, including potential questioning of philosophical or ethical issues. To identify engineering leader who had been involved with pertinent technology initiatives, the research worker consulted technology conference publications, school district engineering plans, school district and educational technology web site, professional blogs, and moment from consortium meetings. For example, there has been recent discussion in the educational technology playing field concerning bring your own device (BYOD) initiatives, whereby students are let to bring their own mobile devices such as laptops, phones, and tablet to school. The literature suggests that technological determinist assumptions may play a part in the thinking on this particular issue, as Schachter (2012), Noonoo (2012), and Norris and Soloway (2011) claimed that BYOD initiatives are inevitable in schools. Technology leaders who had worked with implementing initiatives such as BYOD, or other advanced engineering initiatives, including iPad initiatives, were consider as subjects for the qualitative study. During data psychoanalysis, an emphasis on prepare students with 21st hundred skills using technology emerged as a conceptual theme, and participants were approached who had been involved with leading and implementing 21st century skill in schools. In choose the participant, the researcher, who serves as a Virginia school district technology director, leveraged professional relationship forged through educational technology conferences and consortium. Participants were recruit through email and over the telephone. A script for each approach path was used that avoided excessive pressure on potential participants, promoted informed consent, and stress that participating in the discipline would be voluntary. A recruiting adjustment made by the research worker early in the study involved a shift to placing greater emphasis on telephone recruiting, since recruiting or scheduling interviews through email often did not gamer a 131 response. For participant within a reasonable driving distance of the research worker, a personal interview was an option. Two interviews were conducted in person, with all other interviews conducted over the telephone. Sample goal-directed sampling and theoretical sampling. Data collection proceeded by purposive and theoretical sampling. The approach to datum sampling in qualitative data analysis does not attempt to obtain representative population distributions (Charmaz & Henwood, 2008; Corbin & Strauss, 2008), and does not stop after data is roll up from a predetermined sample (Hood, 2007). Rather, theoretical sample distribution involves the research worker deciding what data to collect next in order to facilitate the generation of concepts and theory (Corbin & Strauss, 2008; Holton, 2007; Morse, 2007). The research worker continued data collection until the point o f theoretical saturation was reached when additional data collection concede little new
 or implementing educationau technology innriativxs requjring stfategic reflection about a veriery of key issues, including oossible euestionung id philosopijcal or ethiczp isvnes. To identify technologf leaders who vaa yeen involved with pertinent technoljgy iniyiwtives, the resgarchtr sonshlted technology conference publicztions, vchool distrivt technology plans, school dishrict and educatiojal technoligy rwbsites, profdssional blogs, and minotes from consortium meetings. Fof exakple, there hqs hgen recent dmscusspon in the edmbationan technplogy field cokcernmng vring your own device (BYOD) initiatives, rhereby sdubents are allowed to vrung tveir own nobkle dxvides sufh es laptops, lhones, and rablets to school. Tne oiterature sufgests trat technological determinist assumptiots jay play a part in the rhinking on this partlcular isfue, as Schachter (2012), Noonoo (2012), and Norris and Soloway (2011) claijdd uhqt BYUE lnitiatives are inevitable in schools. Technoljfy lvaders who had wovked with implemenyijg ynitiatives soch as YGOS, or other innovatlve tecrnoloty initiauives, including iPad initiatives, were considvred as subjects for tke qualitatire stucy. Duting data analysis, an eophaais on prepwring stusdnts with 21st cengurj skhlls using technology emerded as a ronce'tual thdme, snd pawticipants were approached who had been itvolved wihh leading and implementing 21st rxntury skills it sbhools. In selegting the partisipants, the rexearchex, who rerves as z Virgiiia school dystrict technmpogy directoc, leveragqd peofewsional felationships gorged thgobgh educarional technology gonfetehces and consorcnuns. Participants wefe webrumted evrough email and ovdt the telephone. C rcrilt for each approach was used that avoided ukdue preswure on [otential paryicipants, promoted infocmed cunseny, agd emphasized that participatihg in the stmdy would be doluktari. A recruitnng adjustment made by the researcher eacly in the study involvwd a shift to placiug greater em'hasis on telepvone recruiting, sincw recruiting or sgheduling interviews tgrough emaip often did not gamer a 131 response. For participants within a reasonable druving viftance of tge rrsearbhex, a persogal mnverview was an opnion. Two interviews were conductxd in persmn, with all other interviews cpnaucted over tfe telephone. Sample Purpksive sakpling and theoretical sampling. Data collection proceedcd by purposivs and ngeuretical sampling. Yhe ap'roach to datq salpling in quauitstlve data ajalyxia does not attempt to obtain repeesentqtlve population dmstributions (Gharmae & Henwojd, 2008; Corbin & Strahss, 2008), wnd dues not stop sfter data is vollected from a pregeeermined samplt (Hood, 2007). Rather, jheorejnbal sampling mnvolves the researcher deciding what data to collect next in otder to facjlitate bhe generation of roncepts and theory (Corbln & Serauss, 2008; Folton, 2007; Morsa, 2007). The researcher continued data collection until ghe poinf o f theoretpcal saturation was reached when aaditiinal data cillection yjelded kietle uew
or implementing educational technology initiatives requiring strategic a of key including possible questioning To technology leaders who been involved with technology initiatives, the researcher consulted technology publications, school district technology plans, school district and educational technology websites, professional blogs, minutes from consortium meetings. For example, there has been recent discussion in the technology concerning your device (BYOD) initiatives, whereby students are allowed to bring their own mobile devices such as laptops, and tablets to school. The literature suggests that determinist assumptions may play part in the thinking on particular as Schachter Noonoo and and Soloway (2011) that BYOD initiatives are inevitable in schools. Technology leaders who had worked with implementing initiatives such as or other initiatives, including initiatives, considered subjects for the During data analysis, an emphasis on 21st century skills using technology emerged as a theme, and were approached who had been involved leading and implementing 21st century skills in schools. selecting the participants, the researcher, who serves as a Virginia school district technology director, leveraged forged through educational technology and consortiums. Participants recruited email over telephone. A for each approach was used that avoided undue pressure on potential promoted informed consent, and emphasized that participating in the study voluntary. recruiting adjustment made the researcher early in study a shift to placing on recruiting, scheduling through often did not gamer 131 response. For participants within reasonable driving distance of was an option. Two interviews were conducted in with all other interviews conducted over the Sample Purposive sampling and theoretical sampling. Data collection proceeded by purposive and sampling. The data sampling in qualitative data analysis does not to obtain representative population (Charmaz & Henwood, 2008; Corbin & Strauss, 2008), and not after data collected from a sample (Hood, 2007). theoretical sampling involves deciding what to next facilitate the generation of concepts and (Corbin Strauss, 2008; Holton, 2007; Morse, The data collection until the point o f theoretical saturation was reached when additional data collection new
 or implementing educational Technology InitiAtiVes ReQuirIng sTrategic reflecTIon aBout a variety of key issueS, inclUdINg poSSiBle quEstioniNG oF PHilOsOpHicAl OR eThicaL isSues. To iDentify tecHnoLoGy leaders who HAd Been involvEd wIth pertinent TecHnologY iNitIAtiveS, thE reseArcher COnsultEd technolOgY ConferENce publICAtIons, School district tecHNoLOgy plans, school DistriCt ANd EDUcaTioNal technolOgY websITes, profESsIONAl bLOgs, and minutes From consortIUm mEetingS. FOr eXAmple, tHere hAs BEen Recent discuSsioN in the eduCationAL technoLOgy fielD conceRniNg bRing YOuR oWn dEvICe (ByoD) IniTIatIves, wherEbY sTudenTs arE ALLOwed To bRing Their Own mobile deviCes Such AS laPtops, PhoneS, and TaBlets To schoOl. The LiTerature suggestS thaT technoloGicAl DetErMinisT AssumpTioNs mAy play a Part in tHE thInKING oN this particular issUe, AS scHachter (2012), NOonoo (2012), aND NOrRIs and SolOwAy (2011) cLaimED That ByOD iNItIatives aRe inevITaBlE in schoOlS. TechnOlOgy LeaDers wHO had Worked With implEmentINg initiatives sUCh as BYOD, or othER iNNOvATive TecHnology initIatiVEs, inCludINg IPaD InitiAtiveS, wERe COnsidered as subjects FoR the quAlitaTive study. DuriNg data analYSIS, an emphaSis oN PrEParing students With 21sT century skILls using TechnOlogy emeRged as a coNCEptual thEme, And ParTicIPAnTs were approacHED who HaD been inVolVed with LeaDinG anD imPlEmenting 21sT century SkIlLs In SchOols. IN SelectinG tHe pArTicIpantS, The resEarchEr, whO sErVEs aS a VirgiNIa SCHool DiStRict TecHnOlogy DireCTor, LeveragEd professIonAL relAtIoNships fOrged through eDuCational teChNolOgy conFERences anD consortiums. ParticipantS Were recRuiTed thRougH email and OveR the teLepHOne. A scRipt foR each ApProACH was uSED tHat AvOided undue PREssUre on PoTentIal partIcipants, promoted inFOrmEd consent, and eMphAsizED ThAt pARtICipAtINg iN THe study would be vOluntary. A rEcRUiTing adjustMEnt MaDe by the ResearcHer eaRLy in the Study invoLved a shifT tO plaCINg gReater emphAsis on teLephone reCRuitiNG, sInce rEcrUiting Or SchEduliNg inteRVieWs thrOugh emAiL often Did noT gAmer a 131 resPonse. For participants witHin a reAsonaBle Driving diStaNCe oF the reseaRcheR, a personal IntErvIew waS an OPtion. two iNTeRviEWs werE conDUcted in peRSoN, wiTH AlL other interVIEWs cOnducTed OVer the TelePhone. Sample PurposIVe sampling and tHeorETIcaL saMPlinG. DAta collection pRocEeDED by purpoSiVe and theoreTical samPlINg. The ApproaCh to daTa samplING iN QualitAtivE daTa analysiS doEs NOt attemPt To OBtain rEpreSeNtativE populATion DIStributions (CharmAz & HenWOOd, 2008; CorBIn & STrausS, 2008), aNd does nOT stoP after data Is collected From a pRedeTermiNed sampLe (hood, 2007). RaTheR, tHeoretical SAmpling inVolveS the resEaRcheR deCiding What DATa to cOlleCt NexT in order tO FAcILiTaTE thE genEratiOn Of coNcepts and THeory (CorBin & sTrauss, 2008; HOlTon, 2007; mORse, 2007). The REsEARcher contiNueD data COLlection unTIl thE PoINt o f tHeoretIcal saTuratioN Was ReAched whEn aDDItional daTa collectIOn yIeLded Little neW
 or implementing education al technol ogy i nit iat iv es r equi ring strategic refl ection about a variety  of k ey issu e s,  incl uding p o ss i b lequ es tio ni n gof ph ilo sophica l or ethic alis sues. To ide n ti fy technol ogy  leaders who  ha d been  i nvo l ved w ith  pert inentt echnol ogy initi at i ves, t h e resea r c he r co nsulted technolog y  c o nference publi cation s, sc h o oldis trict tech no logyp lans, s c ho o l dis t rict and educ ational tec h nol ogy we bs ite s , prof essio na l  bl ogs, and mi nute s from co nsorti u m meeti n gs. For  examp le,  th ereh as  b een  r e cen t  d isc u ssi on in th eed ucati onal t e c hnol ogy  fie ld co ncerning brin g y ouro wndevic e (BY OD)in itiat ives,where by  students are a llow ed to bri ngth eir  o wn mo b ile de vic essuch as  laptop s , p ho n e s ,and tablets to sch oo l .  T he liter atures ug ge s ts thatte chn olog i c al de term i ni st assum ptions ma yplay apa rt inth e t hin kingo n th is par ticularissue ,  as Schachter( 2012), Noonoo (2 0 1 2) ,  and  No rris and So lowa y  (20 11)c la ime d  that  BYOD  i n it i atives are inevitab le  in sc hools . Technologyleaders wh o h ad worke d wi t hi mplementing in itiat ives sucha s BYOD,or ot her inno vative te c h nology i nit iat ive s,i n cl uding iPad in i t iati ve s, were  co nsidere d a s s ubj ect sfor the q ualitati ve  s tu dy . D uring data ana ly sis ,anempha s is onprepa ring  s tu d ent s with2 1s t cent ur yskil lsus ing t echn o log y emerg ed as a c onc e ptua lth eme, an d participant swere appro ac hed  who h a d  been in volved with leading and impleme nti ng 21 st c entury sk ill s in s cho o ls. In  selec tingth e p a r ticip a n ts , t he  researche r ,  wh o ser ve s as  a Virg inia school distri c t t echnology dir ect or,l e ve rag e dp rof es s ion a l  relationshipsforged thr ou g heducationa l  te ch nologyconfere ncesa nd cons ortiums.Participa nt s we r e  re cruited th rough em ail and o v er th e  t eleph one . A sc ri ptfor e ach ap p roa ch wa s used  t hat av oided  u ndue pre ssure on potential part icipan ts, p rom oted info rme d  co nsent, an d em phasized t hat  pa rtici pat i ng in  the st udy would  bev oluntary. Arec r u it ing adjustm e n t  ma de by  th e  resea rche r early in the st u dy involved ashif t topla c inggr eater emphasis  on  t e l ephone r ec ruiting, si nce recr ui t ing o r sche duling  interv i e ws throug h em ail  often di d n ot gamer a  1 31 respon se.Fo r part icipan t s wi t h in a reasonabledrivi n g  dist a nce  of t he  resear c her,  a persona l interview  was a n op tion.  Two in te rviews  we re  conducted in person , wit h all o th er i nte rviews  con d u ctedover  t hetelephone . Sa m pl eP urp osiv e sam pl ingand theor e tical sa mpl i ng. Dat acol l e ctionp ro c e eded by pu rpo sivea n d theoreti c al s a mp l ing.The ap proach  to dat a  sa mp ling in  qu a l itative d ata analy s isdo es n ot attem pt  toob tai nrepresentativepopulati on distr i b utions  (C h arma z  & Hen wo od, 2008; Co rbin&S trauss, 2 008 ), andd oes  no t s topaft er d a ta is collected from a p rede termi n edsampl e (Ho od , 2007). Rath er, theo r etical sampli ng involves the res e arch erd ec id ing whatdat a  to c olle ctnext  in  ord e r  tof acil i ta te t he gen erat io nof concep ts  and th e ory( Cor bin& Str au ss ,  2 008; Ho lton, 20 07; M or se, 2007) .  The re sear ch er continueddata collect io n un til th e  po int o  f theoretic al saturat ion  was reach ed  wh e n a dditi onal data col lec ti o n y ield ed  littl e new
 or_implementing educational_technology initiatives requiring strategic_reflection about_a_variety of_key_issues, including possible_questioning of philosophical_or ethical issues. To_identify technology leaders_who_had been involved with pertinent technology initiatives, the researcher consulted technology conference publications, school_district_technology plans,_school_district_and educational technology websites, professional_blogs, and minutes from consortium_meetings. For_example, there has been recent discussion in the_educational_technology field concerning_bring your own device (BYOD) initiatives, whereby students are_allowed to bring their own mobile_devices such as_laptops,_phones,_and tablets to school._The literature suggests that technological determinist_assumptions may play a part in_the thinking on this particular issue, as_Schachter (2012), Noonoo (2012), and Norris_and Soloway (2011) claimed that_BYOD initiatives_are inevitable in schools. Technology_leaders who had_worked with_implementing initiatives such_as BYOD, or other innovative technology_initiatives, including iPad_initiatives, were considered as subjects for_the_qualitative study. During_data_analysis,_an emphasis_on preparing students_with_21st century_skills_using technology emerged as a conceptual_theme,_and participants were approached who had been_involved with leading and_implementing_21st century skills in_schools. In selecting the participants,_the researcher, who serves as a_Virginia school_district technology_director, leveraged professional relationships forged through educational technology conferences and consortiums._Participants were recruited through email and_over the telephone. A_script for_each_approach was used_that_avoided undue_pressure on potential participants, promoted informed consent,_and emphasized_that participating in the study would_be voluntary. A recruiting_adjustment_made by the researcher early in_the study involved a shift to_placing greater emphasis on telephone_recruiting,_since_recruiting or scheduling interviews through_email often did not gamer a_131 response. For_participants within a reasonable driving distance of_the_researcher, a personal interview was an_option._Two interviews were conducted in person,_with_all_other interviews conducted over the_telephone. Sample Purposive sampling and theoretical_sampling. Data collection proceeded by purposive and theoretical sampling._The approach to_data sampling in qualitative data_analysis_does_not attempt to obtain representative population distributions (Charmaz & Henwood,_2008; Corbin_& Strauss, 2008),_and does not stop after data is collected from a_predetermined sample (Hood, 2007). Rather, theoretical sampling_involves the researcher deciding what data to collect next in order_to facilitate the generation of concepts and theory_(Corbin & Strauss, 2008; Holton, 2007; Morse,_2007). The researcher continued_data_collection until the point o f theoretical_saturation_was_reached_when additional data_collection yielded little_new