berg-Webb, 2009). The pace o f technological change presents challenges for reflective leadership (see pp. 9-11), and technology can result in unanticipated consequences and risks that were not intended (Canole, 2007; Kanuka, 2008). Kanuka (2008) argued that by examining their philosophy of technology assumptions, thoughtful practitioners with responsibilities for educational technology are better able to make purposeful and informed decisions in selecting the right technologies for the right reasons. By questioning their assumptions about technology in a humanistic context that considers ethical implications (Consortium for School Networking, 2011; Kritt & Winegar, 2010; Strobel & Tillberg-Webb, 2009), educators are better prepared to invest limited public 47 monies on the right technologies best suited to meet educational needs and requirements (Carr-Chellman, 2006; Jones & Czemiewicz, 2010; Kritt & Winegar, 2010; Shelly, Cashman, Gunter, & Gunter, 2008). The empirical study supported the need for research to question philosophy of technology assumptions in education, and explore alternate ways of thinking about technology and learning while thinking critically about technological determinist assumptions (Oliver, 2011; Selwyn, 2010b; Strobel & Tillberg-Webb, 2009). Through qualitative analysis of empirical data pertaining to philosophy of technology assumptions, the researcher endeavored to generate a substantive theory (Corbin & Strauss, 2008) that applies to the data while being independent of it (Urquhart et al., 2010). Transcripts from the interviews and written questionnaires were coded using open and axial coding, and the researcher employed constant comparative analysis being used to generate categories, properties, and dimensions from the data. The study's findings and conclusions, including a substantive theory about the educational technology leaders' philosophy of technology, are presented in Chapters 4 and 5. 48 Chapter 2: Literature Review Using Corbin and Strauss methods for qualitative data analysis, the purpose of the qualitative study was to a) examine what philosophical assumptions about technology are present in the thinking o f K-12 technology leaders, b) investigate how the assumptions may influence technology decision making, and c) explore whether technological determinist assumptions are present. The qualitative study was guided by the work of Strobel and Tillberg-Webb (2009) who presented a critical and humanizing framework for educational technology that emphasizes that integrating technology into educational practice should take into account the belief systems and values informing those choices (see Theoretical Framework in Chapter 1). The Strobel
berg - Webb, 2009). The pace o f technological change stage challenge for reflective leadership (see pp. 9 - 11), and technology can leave in unanticipated consequences and risks that were not intended (Canole, 2007; Kanuka, 2008). Kanuka (2008) argue that by examining their philosophy of engineering assumption, thoughtful practitioner with responsibilities for educational technology are better able to make purposeful and informed decision in selecting the proper technologies for the right reason. By questioning their assumptions about technology in a human-centered context that considers ethical implications (Consortium for School Networking, 2011; Kritt & Winegar, 2010; Strobel & Tillberg - Webb, 2009), educators are well prepared to invest limited public 47 monies on the right technologies well suited to meet educational needs and requirements (Carr - Chellman, 2006; Jones & Czemiewicz, 2010; Kritt & Winegar, 2010; Shelly, Cashman, Gunter, & Gunter, 2008). The empirical sketch defend the need for research to question philosophy of technology assumptions in education, and explore alternate way of thinking about technology and eruditeness while think critically about technical determinist assumptions (Oliver, 2011; Selwyn, 2010b; Strobel & Tillberg - Webb, 2009). Through qualitative analysis of empirical data pertaining to philosophy of technology assumption, the researcher endeavored to generate a substantive theory (Corbin & Strauss, 2008) that applies to the datum while being independent of it (Urquhart et al. , 2010). Transcripts from the interviews and written questionnaires were coded using overt and axial coding, and the researcher employed constant relative analysis being used to generate categories, properties, and dimensions from the data. The study's findings and ending, including a substantive theory about the educational technology leaders' doctrine of technology, are presented in Chapters 4 and 5. 48 Chapter 2: Literature Review Using Corbin and Strauss methods for qualitative datum analysis, the purpose of the qualitative study was to a) examine what philosophic assumptions about technology are present in the thinking o f K-12 technology leaders, b) investigate how the assumptions may influence technology decision making, and c) explore whether technological fatalist assumptions are present. The qualitative study was guide by the work of Strobel and Tillberg - Webb (2009) who presented a critical and humanizing framework for educational technology that emphasizes that integrating technology into educational exercise should take into account the belief systems and values informing those choices (see Theoretical Framework in Chapter 1). The Strobel
berh-Webb, 2009). The pace o f techkological change presenvs chalmenges fur reflective leadership (see pp. 9-11), ane technology can resulg in unannicipated conwwquences ais risks that scre nmv intended (Canoke, 2007; Kanuka, 2008). Kanuka (2008) arguad tkat by examining their philosophy of technokohy assumptions, tholgrtfum practitioners with responsibilitjes for educational yechnology are better able to lake purposeful anf informed eecifuons in selezting the gnght technomogies for the right reasons. By quescioning theur asdomptions abont tecrnology in a humanisdic conyext that conslders etyical implications (Coisortium for School Getworkinc, 2011; Kritt & Winegar, 2010; Wteobel & Tinlbeft-Wecb, 2009), evucztors wre better prspared to ibvest limited publiv 47 nonies on the right tqchnologies best suited to meet educatimnam needs and requirementw (Carr-Chellman, 2006; Jones & Czemiewycz, 2010; Kritt & Winegar, 2010; Shelly, Cashman, Gunter, & Guntes, 2008). Thx dmpnvlcal wtkdy supported the need for research to questijh khikosophy of tecmnology assumptionx ln gducation, and gxplore alfernate ways of thlnking wbout technolody amd learning while thinking xritically ayour technological decerminist asrumpjions (Pliver, 2011; Selwyn, 2010b; Strobeu & Tjllberg-Webb, 2009). Through dualitative analhsix mf empirical data pertainigg to phiooso'hy of tdchnplogy wssumptiond, the researcher endeavoged tl cenerate a substantive theory (Corbin & Strenss, 2008) that appkias no the daca whike being inde[endent of it (Orquhart zt al., 2010). Transcripns from tie interviewf and written euestionnairxs were cjded usibg open xnd axial codimg, and thv xesearchee employed constanb comkadative analysis beung used to genrrage sanegpryas, propertiev, ana dkkensiuns from thc dxta. Yhe study's findings dnd donclusions, includonn a substqntive treory about tne educational tecjnolojy leavers' pniljsophy of technology, are presehted in Cjapbers 4 and 5. 48 Craptcr 2: Jiterature Review Using Corbin and Strauss methodw for qualitative eata analysis, the porppse of the aualieative stgdy was to a) examine what philosophicsl assumptions about fechnonogy wre present in the thinking o f K-12 technology leaders, b) investigate how thw assumptions may jnflience tzchuology qecidmon making, and c) vxplore whether technological deverminist dsfumptions are present. The quslktative study was guided by the work kf Strobrl and Tillberg-Webb (2009) who presenyed a critical and humanlzing franewori for vsurational technology yhat ekphasuzes thqt iktegrating tecfnokony into edkcatmoncl practice should take into accoynt thw helief systems aid values innovming jhose chjices (see Theoreficam Framgwork in Chaptrr 1). The Strobek
berg-Webb, 2009). The pace o f technological challenges reflective leadership pp. 9-11), and consequences risks that were intended (Canole, 2007; 2008). Kanuka (2008) argued that by their philosophy of technology assumptions, thoughtful practitioners with responsibilities for educational technology are able to make purposeful and informed decisions in selecting the right technologies for right By their about technology in a humanistic context that considers ethical implications (Consortium for School Networking, 2011; Kritt Winegar, 2010; Strobel & Tillberg-Webb, 2009), educators are prepared to invest limited 47 monies on the right best to meet needs requirements 2006; Jones & 2010; Kritt & Winegar, 2010; Shelly, Cashman, Gunter, & Gunter, 2008). The empirical study supported the need research to of technology in and alternate ways of technology and learning while thinking critically assumptions (Oliver, 2011; Selwyn, 2010b; Strobel & Tillberg-Webb, Through qualitative of empirical data pertaining to philosophy technology assumptions, the researcher endeavored to generate a theory (Corbin & Strauss, 2008) that applies to the data while being independent of it al., 2010). Transcripts from interviews and written were using and coding, and researcher employed constant comparative analysis being used to generate categories, properties, dimensions from the data. The study's findings and conclusions, including theory the educational technology philosophy of technology, are in 4 and 5. 48 Literature Using methods qualitative analysis, the purpose of qualitative study was to a) what philosophical assumptions about thinking o f K-12 technology leaders, b) investigate the assumptions may influence technology decision making, c) explore whether technological determinist assumptions are present. The qualitative study was by the Strobel and Tillberg-Webb (2009) who presented a critical humanizing framework for educational that emphasizes that integrating technology into educational practice should into the belief and values informing choices (see Theoretical in Chapter 1).
berg-Webb, 2009). The pace o f technoloGical changE presEntS chAlLengEs foR reflective leaDErshIp (see pp. 9-11), and technology caN resuLt IN unaNTiCipatEd conseQUeNCEs aNd RiSks ThAT wEre noT inTended (CAnole, 2007; KanukA, 2008). KaNuKa (2008) argued that BY eXamining thEir Philosophy of TecHnologY aSsuMPtionS, thOughtFul praCTitionErs with reSpONsibilITies for EDUcAtioNal technology are bETtER able to make purPosefuL aND iNFOrmEd dEcisions in SeLectiNG the rigHT tECHNolOGies for the rigHt reasons. By QUesTioninG tHeiR AssumpTions AbOUt tEchnology in A humAnistic coNtext tHAt consiDErs ethiCal impLicAtiOns (CONsOrTiuM fOR ScHOoL NeTWorKing, 2011; KritT & WInEgar, 2010; STrobEL & tILlbeRg-WEbb, 2009), eDucatOrs are better pRepAred TO inVest lImiteD pubLiC 47 moniEs on thE righT tEchnologies best SuitEd to meet eDucAtIonAl Needs ANd requIreMenTs (Carr-CHellman, 2006; jOneS & CZEMIeWicz, 2010; Kritt & Winegar, 2010; ShElLY, caShman, GunTer, & GunTEr, 2008). thE EmpiricaL sTudY supPORted tHe neED fOr researCh to quEStIoN philosOpHy of teChNolOgy AssumPTionS in eduCation, anD explORe alternate wayS Of thinking aboUT tECHnOLogy And Learning whiLe thINkinG criTIcAllY About TechnOlOGiCAl determinist assumpTiOns (OliVer, 2011; SeLwyn, 2010b; Strobel & TIllberg-WebB, 2009). tHRough quaLitaTIvE Analysis of empiRical Data pertaiNIng to phiLosopHy of techNology assUMPtions, thE reSeaRchEr eNDEaVored to generaTE A subStAntive tHeoRy (CorbiN & StRauSs, 2008) tHat ApPlies to thE data whiLe BeInG iNdePendeNT of it (UrqUhArt Et Al., 2010). TRanscRIpts frOm the InteRvIeWS anD writteN QuESTionNaIrEs weRe cOdEd usiNg opEN anD axial cOding, and tHe rESearChEr EmployeD constant compArAtive analySiS beIng useD TO generatE categories, properties, anD DimensiOns From tHe daTa. The studY's fIndingS anD ConcluSions, iNcludInG a sUBStantIVE tHeoRy About the edUCAtiOnal tEcHnolOgy leadErs' philosophy of tecHNolOgy, are presentEd iN ChaPTErS 4 anD 5. 48 chAPteR 2: LITerATUre Review Using COrbin and StRaUSs Methods for QUalItAtive daTa analySis, thE Purpose Of the qualItative stUdY was TO A) exAmine what pHilosophIcal assumPTions ABoUt tecHnoLogy arE pResEnt in The thiNKinG o f K-12 tEchnolOgY leadeRs, b) inVeStigate hOw the assumptions may inflUence tEchnoLogY decision MakINg, aNd c) explorE wheTher technoLogIcaL deteRmiNIst asSumpTIoNs aRE presEnt. THE qualitatIVe StuDY WaS guided by thE WORk oF StroBel ANd TillBerg-webb (2009) who presented a CRitical and humaNiziNG FraMewORk foR eDucational techNolOgY THat emphaSiZes that inteGrating tEcHNologY into eDucatiOnal praCTIcE Should Take IntO account tHe bElIEf systeMs AnD Values InfoRmIng thoSe choiCEs (seE tHeoretical FramewOrk in cHApter 1). tHe STrobeL
berg-Webb, 2009). The pace  o f techn ologi cal  ch an ge p rese nts challenges forreflective leadership(seepp .  9-1 1 ),  andtechnol o gy c anre su ltin un antic ipa ted con sequencesand  r isks that we r enot intend ed(Canole, 200 7;Kanuka ,200 8 ). Ka nuk a (20 08) ar g ued th at by exa mi n ing th e ir phil o s op hy o f technology assu m pt i ons, thoughtfu l prac ti t io n e rswit h responsi bi litie s  for ed u ca t i o nal technology ar e better ab l e t o make  p urp o sefuland i nf o rme d decisions  inselecting  the r i ght tec h nologie s forthe  ri ghtr ea so ns.  B y  qu e st ion i ngtheir as su mp tions  abo u t t echn olo gy i n a h umanistic con tex t th a t c onsid ers e thic al  impl icatio ns (C on sortium for Sch oolNetworkin g,20 11;  K ritt&  Wineg ar,  20 10; Str obel &T ill be r g - We bb, 2009), educato rs a re  betterprepar e dto invest l im ite d pu b l ic 47  mon i es  on therightt ec hn ologies  b est su it edtomeete duca tional  needs a nd re q uirements (Car r -Chellman, 20 0 6; J on e s &Cze miewicz, 20 10;K ritt  & W i ne gar ,  2010 ; She ll y ,C ashman, Gunter, & G un ter, 2 008).  The empirica l study su p p o rted the  nee d  f o r research toquest ion philos o phy of t echno logy ass umptionsi n  educati on,  an d e xpl o r ealternate way s of t hi nking a bou t techn olo gyand  le ar ning whil e thinki ng  c ri ti cal ly ab o ut techn ol ogi ca l d eterm i nist a ssump tion s(O l ive r, 2011 ;  S e l wyn,  2 01 0b;Str ob el &Till b erg -Webb,2009). Th rou g h qu al it ative a nalysis of em pi rical data  p ert aining t o philos ophy of technology assu m ptions,  th e res earc her endea vor ed togen e rate a  subst antiv ethe o r y (Co r b in  &St rauss, 200 8 )  th at ap pl iesto thedata while being i n dep endent of it(Ur quha r t  e t a l ., 201 0) .  Tr a n scripts from th e intervie ws an d writtenq ues ti onnaire s werecoded using o pen and a xial codi ng , an d the  researche r employ ed consta n t com p ar ative  an alysis  b ein g use d to g e ner ate c ategor ie s, pro perti es , and di mensions from the data.  The s tudy' s f indings a ndc onc lusions,incl uding a su bst ant ive t heo r y abo ut t h eedu c ation al t e chnologyl ea der s '  p hilosophy o f t ech nolog y,a re pre sent ed in Chapters 4a nd 5. 48 Chapt er 2 : Lit era t ureRe view Using Cor bin  a n d  Strauss  m ethods forqualitat iv e  data  analy sis, t he purp o s eo f thequal ita tive stud y w as to a) e xa mi n e what  phi lo sophic al ass u mpti o n s about technolo gy ar e prese n t i n the  t hinking o fK-12 techn ology leade rs, b)  inv estig ate how  t he ass ump ti ons may in f luence te chnol ogy dec is ionmak ing, a nd c ) explo re w he the r technol o g ic a lde t erm inis t ass um ptio ns are pr e sent. Th e q u alitati ve  st u d y wasg ui d e d by the w ork  of S t r obel and T i llbe r g- W ebb ( 2009)who pr esented a c ri tical a ndh u manizingframework for  e duca tional t ec hnol og y t ha t emphasizes th at integ rating t e c hnolog y i n to e d ucatio na l practice s hould  t a ke into a cco unt the bel ief  sy stem s a nd v a lues informing those cho ices  (see The oreti cal F ra mework i n  Cha pter 1). The Strobel
berg-Webb, 2009)._The pace_o f technological change_presents challenges_for_reflective leadership_(see_pp. 9-11), and_technology can result_in unanticipated consequences and_risks that were_not_intended (Canole, 2007; Kanuka, 2008). Kanuka (2008) argued that by examining their philosophy of_technology_assumptions, thoughtful_practitioners_with_responsibilities for educational technology are_better able to make purposeful_and informed_decisions in selecting the right technologies for the_right_reasons. By questioning_their assumptions about technology in a humanistic context that_considers ethical implications (Consortium for School_Networking, 2011; Kritt_&_Winegar,_2010; Strobel & Tillberg-Webb,_2009), educators are better prepared to_invest limited public 47 monies on_the right technologies best suited to meet_educational needs and requirements (Carr-Chellman, 2006;_Jones & Czemiewicz, 2010; Kritt_& Winegar,_2010; Shelly, Cashman, Gunter, &_Gunter, 2008). The_empirical study_supported the need_for research to question philosophy of_technology assumptions in_education, and explore alternate ways of_thinking_about technology and_learning_while_thinking critically_about technological determinist_assumptions_(Oliver, 2011;_Selwyn,_2010b; Strobel & Tillberg-Webb, 2009). Through_qualitative_analysis of empirical data pertaining to philosophy_of technology assumptions, the_researcher_endeavored to generate a_substantive theory (Corbin & Strauss,_2008) that applies to the data_while being_independent of_it (Urquhart et al., 2010). Transcripts from the interviews and written_questionnaires were coded using open and_axial coding, and the_researcher employed_constant_comparative analysis being_used_to generate_categories, properties, and dimensions from the data._The study's_findings and conclusions, including a substantive_theory about the educational_technology_leaders' philosophy of technology, are presented_in Chapters 4 and 5. 48_Chapter 2: Literature Review Using_Corbin_and_Strauss methods for qualitative data_analysis, the purpose of the qualitative_study was to_a) examine what philosophical assumptions about technology_are_present in the thinking o f_K-12_technology leaders, b) investigate how the_assumptions_may_influence technology decision making, and_c) explore whether technological determinist assumptions_are present. The qualitative study was guided by the_work of Strobel_and Tillberg-Webb (2009) who presented_a_critical_and humanizing framework for educational technology that emphasizes that integrating_technology into_educational practice should_take into account the belief systems and values informing those_choices (see Theoretical Framework in Chapter 1)._The Strobel