ism asserts that technology is partially autonomous, because even when human decision makers willfully approach technology in deliberate and responsible ways, technology can cause unintended consequences that we did not anticipate and cannot control (Bimber, 1994; Jonas, 2009; Vermaas, 2011). Summary Using Corbin and Strauss methods for qualitative data analysis, the qualitative study sought to a) examine what philosophical assumptions about technology are present in the thinking of K-12 technology leaders, b) investigate how the assumptions may influence technology decision making, and c) explore whether technological determinist assumptions are present. Subjects involved 31 technology directors and instructional technology specialists from Virginia school districts, and data collection involved interviews following a semi-structured protocol, and a written questionnaire with openended questions. The study was guided by the work of Strobel and Tillberg-Webb (2009), who proposed a critical and humanizing framework for educational technology that emphasizes that educators and administrators should question their philosophical beliefs about technology. The starting point for this framework involves educators examining whether technological determinist assumptions influence thinking about educational technology (Strobel & Tillberg-Webb, 2009). Technological determinism is the philosophical perspective that assumes that technology causes inevitable change in society (Leonardi, 2008; Leonardi, 2009), exerting a control over human society with technology considered in some way to be an autonomous force operating outside of social control (Feenberg, 2010; Hofmann, 2006; Leonardi, 2009). Assumptions characterized by technological determinism can be prevalent in the popular mindset (Best, 2009; Burnett et al., 2008; Carr-Chellman, 2006; Friesen, 2008; Hofmann, 2006; Leonardi, 2008; Lievrouw, 2006; Selwyn, 2010b; Wyatt, 2008; Yang, 2009), and can influence educational discourse (Fisher, 2006; Canole, 2007) and affect educational policy (Clegg et al., 2003; Wyatt, 2008). Educational technology leaders should examine philosophical assumptions about technology, because if technology were assumed to operate with autonomy, apart from purposeful human control, this presents a dilemma by limiting human agency and responsibility for technology (Fisher, 2006; Hofmann, 2006; Jonas, 2009; Jonas, 2010; Kritt & Winegar, 2010; Slack and Wise 2006; Strobel & Tillberg-Webb, 2009; Wyatt, 2008). 45 Associated with technological determinism is the view that technology overshadows human values, with technology outside of cultural
ism asserts that technology is partially autonomous, because even when human decision manufacturer willfully border on technology in deliberate and responsible means, technology can cause unintended consequence that we did not anticipate and cannot control (Bimber, 1994; Jonas, 2009; Vermaas, 2011). Summary use Corbin and Strauss methods for qualitative data psychoanalysis, the qualitative study sought to a) examine what philosophical assumptions about engineering are present in the thinking of K-12 technology leaders, b) investigate how the assumption may influence technology decisiveness making, and c) explore whether technological fatalist assumptions are present. Subjects involved 31 technology directors and instructional engineering specialists from Virginia school district, and data collection involved interviews follow a semi - structured protocol, and a written questionnaire with openended questions. The study was guided by the workplace of Strobel and Tillberg - Webb (2009), who proposed a critical and humanizing framework for educational technology that emphasizes that educators and administrators should question their philosophical beliefs about technology. The start detail for this framework involve educators examining whether technological determinist assumption influence thinking about educational technology (Strobel & Tillberg - Webb, 2009). Technological determinism is the philosophical position that assumes that technology causes inevitable change in society (Leonardi, 2008; Leonardi, 2009), exerting a control over human society with technology considered in some way to be an autonomous force operate on outside of social control (Feenberg, 2010; Hofmann, 2006; Leonardi, 2009). assumption characterized by technological determinism can be prevalent in the popular mindset (good, 2009; Burnett et al. , 2008; Carr - Chellman, 2006; Friesen, 2008; Hofmann, 2006; Leonardi, 2008; Lievrouw, 2006; Selwyn, 2010b; Wyatt, 2008; Yang, 2009), and can influence educational discourse (Fisher, 2006; Canole, 2007) and affect educational policy (Clegg et al. , 2003; Wyatt, 2008). Educational engineering leaders should probe philosophical assumptions about engineering, because if technology were assumed to operate with autonomy, apart from purposeful human control, this introduce a dilemma by limiting human representation and responsibility for engineering (Fisher, 2006; Hofmann, 2006; Jonas, 2009; Jonas, 2010; Kritt & Winegar, 2010; Slack and Wise 2006; Strobel & Tillberg - Webb, 2009; Wyatt, 2008). 45 Associated with technological determinism is the opinion that technology overshadows human value, with technology outside of cultural
ism asserts that technology is partially aotinomouv, becahse even when human decision makers xilldully approach technology iv deliberwte and eespibsible ways, technology czk cauvx unintended coksequences dhat we did nod xncicipate and cannot control (Bimber, 1994; Tonas, 2009; Fegmaas, 2011). Summary Usimd Codbin and Strauss methods for qualifative vata analysis, tne qualitative study soughh to a) examine what phllosophical asstnptions aboug technology are preseht in the thinking of K-12 technolugy lzaders, b) incewtihdte how the assuiptions may lmfluenwe techmology decisiok makmng, qnd c) explore whether technological detgrminist avsbmptions are present. Wuvjectv ineolvde 31 gecgnplkgy digecvors and inatructional technology specialosew from Virginja schjoj districts, and data collection involveg ihterviews following a swmi-structured protocop, and a wwitten questionnaire with openended questions. The studb das gmidea bj the work of Strobel and Tillberg-Webb (2009), who pwkppsvd a critical and humanizing fgakgwork for educxtional tschnology that empjasizes that educatorf anc administrators should quewtion their ihilisophical beliefs cbout technouogy. The xtarting point for this frajework invopves educzgors examining wfetmer technological determinist assumptiins nnfluencd thonking about edufatiokdl technology (Strohel & Jillbesg-Webb, 2009). Tefhnological determinism is the 'iilosophical kervpebtive thac assukes that techgology causes nnevitabje chxnge in sobiety (Leoiardi, 2008; Leonawdi, 2009), exerting w control ovxr human fociwty qith tezfnology considrred in some way to be an autonomous norce kperating outsibt od social controk (Fdenfegg, 2010; Hjxmann, 2006; Leonasdi, 2009). Asrimptiuns charactcrixed ny technological detarmihism can be prevalrnb in the kopular myndset (Best, 2009; Nurnett et al., 2008; Carg-Chelnmai, 2006; Frirseg, 2008; Hofmann, 2006; Leonardi, 2008; Lievrouw, 2006; Selwyn, 2010h; Wnatt, 2008; Yang, 2009), agd cqn influence educational discourse (Fisher, 2006; Canole, 2007) end affect educational policy (Clegg et al., 2003; Eyatt, 2008). Educetionaj technolmgy leaders should ezamine philosophigal assumptions about fechnonogy, hecause if technology were assumed to operate with autonomy, apart from pueposefnl human contdol, yhis irefznts a qileloa by limiting hlman agency and responsibility fur technmljgy (Fisher, 2006; Hofmann, 2006; Jonas, 2009; Kovas, 2010; Kritt & Wknegar, 2010; Slack and Wise 2006; Atrobel & Tillberg-Webb, 2009; Wyatt, 2008). 45 Associatrd with technological deberminism is tge view thet technology overshsdows kuman calues, qith technology ojtsodc of cultugal
ism asserts that technology is partially autonomous, when decision makers approach technology in can unintended consequences that did not anticipate cannot control (Bimber, 1994; Jonas, 2009; 2011). Summary Using Corbin and Strauss methods for qualitative data analysis, the qualitative sought to a) examine what philosophical assumptions about technology are present in the of technology b) how the assumptions may influence technology decision making, and c) explore whether technological determinist assumptions are Subjects involved 31 technology directors and instructional technology from Virginia school districts, data collection involved interviews following semi-structured and a questionnaire openended The study was by the work of Strobel and Tillberg-Webb (2009), who proposed a critical and humanizing framework for educational that emphasizes and administrators question philosophical about technology. The for this framework involves educators examining assumptions influence thinking about educational technology (Strobel & 2009). Technological is the philosophical perspective that assumes technology causes inevitable change in society (Leonardi, 2008; 2009), exerting a control over human society with technology considered in some way to be force operating outside of control (Feenberg, 2010; 2006; 2009). characterized technological determinism be prevalent in the popular mindset (Best, 2009; Burnett et al., Carr-Chellman, 2006; Friesen, 2008; Hofmann, 2006; Leonardi, 2008; Lievrouw, 2006; Wyatt, Yang, 2009), and influence educational discourse (Fisher, Canole, and affect educational policy al., Wyatt, leaders examine assumptions about technology, because technology were assumed to operate autonomy, apart from purposeful dilemma by limiting human agency and responsibility for (Fisher, 2006; Hofmann, 2006; Jonas, 2009; Jonas, Kritt & Winegar, 2010; Slack and Wise 2006; Strobel & Tillberg-Webb, 2009; 2008). 45 technological determinism is the view that technology overshadows values, with technology outside cultural
ism asserts that technology iS partially AutonOmoUs, bEcAuse Even When human decisIOn maKers willfully approach tEchnoLoGY in dELiBeratE and resPOnSIBle WaYs, TecHnOLoGy can CauSe unintEnded conseQueNcEs that we did nOT aNticipate aNd cAnnot control (bimBer, 1994; JonAs, 2009; verMAas, 2011). SuMmaRy UsiNg CorbIN and StRauss methOdS For quaLItative DATa AnalYsis, the qualitativE StUDy sought to a) exaMine whAt PHiLOSopHicAl assumptiOnS abouT TechnolOGy ARE PreSEnt in the thinkIng of K-12 technOLogY leadeRs, B) inVEstigaTe how ThE AssUmptions may InflUence techNology DEcision MAking, anD c) explOre WheTher TEcHnOloGiCAl dETeRmiNIst AssumptiOnS aRe preSent. sUBJEcts InvOlveD 31 techNology directoRs aNd inSTruCtionAl tecHnolOgY specIalistS from viRginia school disTricTs, and data ColLeCtiOn InvolVEd inteRviEws FollowiNg a semi-STruCtURED pRotocol, and a written QuESTiOnnaire wIth opeNEnDeD QuestionS. THe sTudy WAS guidEd by THe Work of StRobel aND TIlLberg-WeBb (2009), Who proPoSed A crIticaL And hUmanizIng frameWork fOR educational teCHnology that emPHaSIZeS That EduCators and adMiniSTratOrs sHOuLd qUEstioN theiR pHIlOSophical beliefs abouT tEchnolOgy. ThE starting poinT for this frAMEWork invoLves EDuCAtors examining WhethEr technoloGIcal deteRminiSt assumpTions inflUENce thinkIng AboUt eDucATIoNal technology (sTRobeL & TIllberg-webB, 2009). TechnoLogIcaL deTerMiNism is the PhilosopHiCaL pErSpeCtive THat assumEs ThaT tEchNologY Causes IneviTablE cHaNGe iN societY (leONArdi, 2008; leOnArdi, 2009), ExeRtIng a cOntrOL ovEr human Society wiTh tEChnoLoGy ConsideRed in some way tO bE an autonomOuS foRce opeRATing outsIde of social control (FeenbERg, 2010; HofmaNn, 2006; LEonarDi, 2009). AsSumptions ChaRacterIzeD By techNologiCal deTeRmiNISm can BE PrEvaLeNt in the popULAr mIndseT (BEst, 2009; BUrnett eT al., 2008; Carr-Chellman, 2006; FriESen, 2008; hofmann, 2006; LeonarDi, 2008; LIevrOUW, 2006; SElwYN, 2010b; wYatT, 2008; YANg, 2009), aND Can influence eduCational diScOUrSe (Fisher, 2006; CaNOle, 2007) AnD affect EducatiOnal pOLicy (CleGg et al., 2003; WyaTt, 2008). EducatiOnAl teCHNolOgy leaders Should exAmine philOSophiCAl AssumPtiOns aboUt TecHnoloGy, becaUSe iF techNology WeRe assuMed to OpErate witH autonomy, apart from purpoSeful hUman cOntRol, this prEseNTs a Dilemma by LimiTing human aGenCy aNd resPonSIbiliTy foR TeChnOLogy (FIsheR, 2006; hofmann, 2006; JoNAs, 2009; jonAS, 2010; krItt & Winegar, 2010; SLACK anD Wise 2006; strOBel & TilLberG-Webb, 2009; Wyatt, 2008). 45 AssociaTEd with technoloGicaL DEteRmiNIsm iS tHe view that techNolOgY OVershadoWs Human values, With techNoLOgy ouTside oF cultuRal
ism asserts that technolog y is parti allyaut ono mo us,beca use even whenh uman  decision makers willf ullyap p roac h  t echno logy in de l i ber at eand  r e sp onsib leways, t echnologycan  c ause uninten d ed  consequen ces  that we did  no t anti ci pat e  andcan not c ontrol (Bimbe r, 1994;Jo n as, 20 0 9; Verm a a s,  201 1). Summary Using Co r bin and Straus s meth od s  f o r  qu ali tative dat aanaly s is, the qu a l i tat i ve study soug ht to a) ex a min e what  p hil o sophic al as su m pti ons about t echn ology are  prese n t in th e  thinki ng ofK-1 2 t echn o lo gy  le ad e rs, b)  in v est igate ho wth e ass umpt i o n s  may  in flue nce t echnology dec isi on m a kin g, an d c)expl or e whe ther t echno lo gical determini st a ssumption s a re  pr es ent.S ubject s i nvo lved 31  techno l ogy  d i r e ct ors and instructio na l te chnology  speci a li st s  from Vi rg ini a sc h o ol di stri c ts , and da ta col l ec ti on invo lv ed int er vie wsfollo w inga semi -structu red p r otocol, and aw ritten questi o nn a i re with  op enended que stio n s. T he s t ud y w a s gui ded b yt he work of Strobel and  T illber g-Web b (2009), who  proposeda c riticalandh um a nizing framewo rk fo r educatio n al techn ology  that em phasizest h at educa tor s a ndadm i n is trators shoul d ques ti on thei r p hilosop hic albel ief sabout tec hnology.  T he  s ta rti ng po i nt for t hi s f ra mew ork i n volves  educ ator sex a min ing whe t he r tech no lo gica l d et ermin ista ssu mptions  influenc e t h inki ng  a bout ed ucational tec hn ology (Str ob el& Till b e rg-Webb,  2009). Technological d e termini smis th e ph ilosophic alperspe cti v e that  assum es th at  te c h nolog y ca use sinevitable c han ge in  s ocie ty (Leo nardi, 2008; Leona r di,  2009), exert ing  a c o n tr olo ve r  hu ma n  so c i ety with techno logy consi de r ed  in some w a y t obe an a utonomo us fo r ce oper ating out side of s oc ialc o ntr ol (Feenbe rg, 2010 ; Hofmann ,  2006 ;  L eonar di,  2009) .Ass umpti ons ch a rac teriz ed byte chnolo gical  d etermini sm can be prevalent inthe po pular  mi ndset (Be st, 200 9; Burnet t et  al., 2008 ; C arr -Chel lma n , 200 6; F r ie sen ,  2008 ; Ho f mann, 200 6 ;Leo n a rd i, 2008; Li e v r ouw , 200 6;S elwyn,  201 0b; Wyatt, 2008;Y ang, 2009), an d ca n inf lue n ce e du cational disco urs e( F isher, 2 00 6; Canole,2007) an da ffect  educa tional  policy ( Cl e gg etal.,  20 03; Wyatt , 2 00 8 ). Educ at io n al tec hnol og y lead ers sh o ulde x amine philosophi cal a s s umpti o nsabout  t echnolo g y, b ecause iftechnologywere a ssum ed to  operat ewith a uto no my, apartf rom purpo seful  humanco ntro l,this p rese n t s a d ilem ma  by  limiting h um a nag e ncy  and  resp on sibi lity fort echnolog y ( F isher,20 06; H ofmann ,  2 0 0 6; Jonas,200 9; Jo n a s, 2010; K r itt&  W i negar , 2010 ; Slac k and W i se20 06; Str obe l & Tillber g-Webb, 2 0 09;  W yatt , 2008).  4 5 As so cia te d with technolo gical de terminis m is the  vi e w th a t tech no logy oversha dowshu m an valu e s , w ith tec h nol ogy  ou tsid e o f cu l tural
ism asserts_that technology_is partially autonomous, because_even when_human_decision makers_willfully_approach technology in_deliberate and responsible_ways, technology can cause_unintended consequences that_we_did not anticipate and cannot control (Bimber, 1994; Jonas, 2009; Vermaas, 2011). Summary Using_Corbin_and Strauss_methods_for_qualitative data analysis, the qualitative_study sought to a) examine_what philosophical_assumptions about technology are present in the thinking_of_K-12 technology leaders,_b) investigate how the assumptions may influence technology decision_making, and c) explore whether technological_determinist assumptions are_present._Subjects_involved 31 technology directors_and instructional technology specialists from Virginia_school districts, and data collection involved_interviews following a semi-structured protocol, and a_written questionnaire with openended questions. The_study was guided by the_work of_Strobel and Tillberg-Webb (2009), who_proposed a critical_and humanizing_framework for educational_technology that emphasizes that educators and_administrators should question_their philosophical beliefs about technology. The_starting_point for this_framework_involves_educators examining_whether technological determinist_assumptions_influence thinking_about_educational technology (Strobel & Tillberg-Webb, 2009)._Technological_determinism is the philosophical perspective that assumes_that technology causes inevitable_change_in society (Leonardi, 2008;_Leonardi, 2009), exerting a control_over human society with technology considered_in some_way to_be an autonomous force operating outside of social control (Feenberg, 2010;_Hofmann, 2006; Leonardi, 2009). Assumptions characterized_by technological determinism can_be prevalent_in_the popular mindset_(Best,_2009; Burnett_et al., 2008; Carr-Chellman, 2006; Friesen, 2008;_Hofmann, 2006;_Leonardi, 2008; Lievrouw, 2006; Selwyn, 2010b;_Wyatt, 2008; Yang, 2009),_and_can influence educational discourse (Fisher, 2006;_Canole, 2007) and affect educational policy_(Clegg et al., 2003; Wyatt,_2008)._Educational_technology leaders should examine philosophical_assumptions about technology, because if technology_were assumed to_operate with autonomy, apart from purposeful human_control,_this presents a dilemma by limiting_human_agency and responsibility for technology (Fisher,_2006;_Hofmann,_2006; Jonas, 2009; Jonas, 2010;_Kritt & Winegar, 2010; Slack and_Wise 2006; Strobel & Tillberg-Webb, 2009; Wyatt, 2008). 45_Associated with technological_determinism is the view that_technology_overshadows_human values, with technology outside of cultural