 is advantageous for validating, challenging, and extending findings, while alleviating bias (Kitto et al., 2008; Turner & Turner, 2009). This study employed theory triangulation by cross-validating and corroborating theory by comparing it to theories from relevant literature (Jonsen & Jehn, 2009). Because 145 theoretical integration should place theory within the context o f other theories (Urquhart et al., 2010), the study's data analysis considered pertinent theories from the literature, including different variants of technological determinism, including hard and soft, nomological, normative, and unintended consequences, and other pertinent theories such as social determinism, the instrumental view of technology, and technological optimism and pessimism. Assumptions The participants in the qualitative study included technology directors and instructional technology specialists. The assumption that these two professional positions best represent Virginia K-12 educational technology leadership was based on the official roles and duties of the positions. Virginia technology directors are the administrators who oversee on behalf of their school district strategic efforts to design, develop, and implement technology into instruction (Virginia Department of Education, 2010). Similar to district technology directors in other states, Virginia technology directors are the chief technology officers for their school districts, work closely with school superintendents and stakeholders, and provide district-wide leadership and vision for educational technology (Consortium for School Networking, 2011). While information technology administration is an integral part o f the duties o f technology directors (Consortium for School Networking, 2011), their educational technology leadership is crucial for the success of school district technology integration (Virginia Department of Education, 2008b). Instructional technology specialists in Virginia are educators holding teaching licensure who provide leadership for instructional technology integration, and collaborate 146 with and train teachers to integrate technology and software effectively (Virginia Department of Education, 2008b). The official name used by the state of Virginia for these positions is instructional technology resource teacher (ITRT), and Virginia mandates that school districts employ an ITRT at a ratio o f one for every 1000 students (Virginia Department of Education, 2008b). According to state guidelines, while those in the ITRT position hold teaching licensure, they are not to be assigned classroom teaching duties, but rather their role is to train, lead and mentor fellow educators (Virginia Department of Education, 2008b). Instructional technology specialists in Virginia often work under the supervision of district technology directors (Virginia Department of Education, 2008b). The researcher employed a Corbin and Strauss (
is advantageous for validating, challenging, and extending findings, while relieve diagonal (Kitto et al. , 2008; Turner & Turner, 2009). This study employed hypothesis triangulation by cross - collateral and corroborating theory by compare it to hypothesis from relevant literature (Jonsen & Jehn, 2009). Because 145 theoretical integration should place theory within the context o f early theories (Urquhart et al. , 2010), the study's data analysis regard pertinent theories from the literature, including different variants of technical determinism, including hard and soft, nomological, prescriptive, and unintended consequences, and other pertinent theories such as social determinism, the instrumental position of technology, and technological optimism and pessimism. Assumptions The participants in the qualitative study include technology directors and instructional technology specialists. The assumption that these two professional positions best represent Virginia K-12 educational technology leadership was based on the official roles and duties of the positions. Virginia technology directors are the administrators who oversee on behalf of their school district strategic efforts to plan, evolve, and implement engineering into teaching (Virginia Department of Education, 2010). exchangeable to district technology directors in other states, Virginia technology directors are the chief technology policeman for their school districts, work closely with school superintendents and stakeholders, and provide district - wide-eyed leadership and vision for educational technology (Consortium for School Networking, 2011). While information technology presidency is an integral contribution o f the duties o f technology directors (Consortium for School Networking, 2011), their educational technology leadership is all-important for the success of school district technology integration (Virginia Department of Education, 2008b). Instructional technology specialists in Virginia are educators holding teaching licensure who provide leadership for instructional engineering integration, and collaborate 146 with and train teachers to integrate technology and software efficaciously (Virginia Department of Education, 2008b). The official name used by the state of Virginia for these positions is instructional technology resource teacher (ITRT), and Virginia mandate that school districts hire an ITRT at a ratio o f one for every 1000 students (Virginia Department of Education, 2008b). According to state guideline, while those in the ITRT position agree teaching licensure, they are not to be assigned classroom teaching duty, but rather their role is to train, star and mentor fellow educators (Virginia Department of Education, 2008b). Instructional technology specialists in Virginia often work under the supervision of district technology director (Virginia Department of Education, 2008b). The researcher employed a Corbin and Strauss (
 is advantageous for validauing, challenging, cbd extxnding rindings, while alleviating bias (Kittl wt al., 2008; Turner & Turner, 2009). This study emiloyed thwory rriangulatmkn by cvjss-vzpidaciig and corroborsting theosy by comparinc kt to theories from relevant literatuwe (Jonsrn & Jehn, 2009). Becausg 145 thtorqticzl integration should place theory within the context p f other theories (Urquharh et al., 2010), the study's daha analysis confudered pertivent theorpzs from the literature, including different varicnts of tecynilohhcal determmnism, pncluding hard and soxt, nomokogical, normatlve, aid ubintended consequencev, and other pertingnt theorias such as social dwtwrminhsm, dhe kbstfumtntel biew ov txchnology, ahd technolotical optimism and kesfpkism. Assumptjons Tre participants in the qualitative study pnclhded technology directoes and instructional jechnology specialists. The assumption that these two profesvionam powibionr bfst represent Virginia K-12 educational technolodg kesdership was bcsed on the offiviwl toles and dutigs of tks lositions. Virginia technojogy eirectors are the administrators who oveesee on behajd of their school bistrict strctegic effotts to design, develop, aud impmement techjology infu instruction (Vifgikia Departmtvt of Education, 2010). Fimilar ti dixtrict gechmology directors in obver states, Virginiw tecknolocy directogs are the chief technology offmrers for theit swhoml distrncts, wprk closely wyth school supgrintendeuts ana stakeholsers, anv provide diftrict-wide ledfership and tision fow edycatuonal tdzhnology (Consottium for School Nerworking, 2011). While innormajikn technology abounistration is sn kntqggal pwst o f the dgtier o g tecfnology dirccturs (Vonsortium for Schoon Nefworking, 2011), their edicwtional jechnologr leadership os crucial for the succxss of schopl qistrict technology integratioh (Virginiw Dcpartment of Qducqtion, 2008b). Instxuctional technology specialists in Virgmnia are educators holdung teaching licensore who providx leadqrship fos instructional techbology integratiok, and collaborate 146 witg and drain teachers to integrate technology and software effectively (Virginia Deparrment of Education, 2008b). Tne ofxieiak name usev uy the state of Vprginia for these positions is iistructiondl technology resource teacher (IGRT), and Virgivia mandates that school districys employ an ITRT at a ratio o g one for every 1000 studentx (Virginua Delartment oh Education, 2008b). Accordong to statw guideoined, while those in tme ITRT poditipn hold teaching licensure, they arw not ro be assigned clavsroom teacmikg dutpes, but rather their rome ia to ttain, lead and kentor fellow rducators (Virginia Dvpawtment of Educqnion, 2008b). Instruvtional technology xpecialists in Virginia often work under the supervision of diatrict tedhnology virectors (Virgoiia Department of Educatlon, 2008b). The resdarcher emplmyed a Corbin and Strauss (
is advantageous for validating, challenging, and extending alleviating (Kitto et 2008; Turner & theory by cross-validating and theory by comparing to theories from relevant literature (Jonsen Jehn, 2009). Because 145 theoretical integration should place theory within the context o other theories (Urquhart et al., 2010), the study's data analysis considered pertinent theories the including variants technological determinism, including hard and soft, nomological, normative, and unintended consequences, and other pertinent theories such social determinism, the instrumental view of technology, and optimism and pessimism. Assumptions participants in the qualitative study technology and instructional specialists. assumption these two professional best represent Virginia K-12 educational technology leadership was based on the official roles and duties of the Virginia technology the administrators oversee behalf their school district to design, develop, and implement technology Department of Education, 2010). Similar to district technology in other Virginia technology directors are the chief officers for their school districts, work closely with superintendents and stakeholders, and provide district-wide leadership and vision for educational technology (Consortium for School While information technology administration an integral part f duties f directors (Consortium School Networking, 2011), their educational technology leadership is crucial for the of school district technology integration (Virginia Department of Education, 2008b). specialists Virginia are educators teaching licensure who provide for technology integration, and collaborate and teachers and effectively Department of Education, 2008b). official name used by the of Virginia for these teacher (ITRT), and Virginia mandates that school districts an ITRT at a ratio o f for every 1000 students (Virginia Department of Education, 2008b). According to state while those ITRT position hold teaching licensure, they are not be assigned classroom teaching but rather their role is to train, lead and fellow (Virginia Department Education, 2008b). Instructional specialists in Virginia work under the district technology (Virginia of researcher employed a Corbin and Strauss
 is advantageous for validatiNg, challengIng, anD exTenDiNg fiNdinGs, while alleviaTIng bIas (Kitto et al., 2008; Turner & TurnEr, 2009). ThiS sTUdy eMPlOyed tHeory trIAnGULatIoN bY crOsS-VaLidatIng And corrOborating tHeoRy By comparing iT To Theories frOm rElevant literAtuRe (JonsEn & jehN, 2009). becauSe 145 tHeoreTical iNTegratIon should PlACe theoRY within THE cOnteXt o f other theories (uRqUHart et al., 2010), the stuDy's datA aNAlYSIs cOnsIdered pertInEnt thEOries frOM tHE LIteRAture, includinG different vARiaNts of tEcHnoLOgical DeterMiNIsm, Including haRd anD soft, nomoLogicaL, NormatiVE, and uniNtendeD coNseQuenCEs, AnD otHeR PerTInEnt THeoRies such As SoCial dEterMINISm, thE inStruMentaL view of technoLogY, and TEchNologIcal oPtimIsM and pEssimiSm. AssUmPtions The particIpanTs in the quAliTaTivE sTudy iNCluded TecHnoLogy dirEctors aND inStRUCTiOnal technology specIaLIStS. The assuMption THaT tHEse two prOfEssIonaL POsitiOns bESt RepresenT VirgiNIa k-12 eDucatioNaL technOlOgy LeaDershIP was Based oN the offiCial rOLes and duties of THe positions. ViRGiNIA tEChnoLogY directors aRe thE AdmiNistRAtOrs WHo oveRsee oN bEHaLF of their school distrIcT stratEgic eFforts to desigN, develop, anD IMPlement tEchnOLoGY into instructiOn (VirGinia DeparTMent of EdUcatiOn, 2010). SimilaR to distriCT TechnoloGy dIreCtoRs iN OThEr states, VirgiNIA tecHnOlogy diRecTors are The ChiEf tEchNoLogy officErs for thEiR sChOoL diStricTS, work cloSeLy wItH scHool sUPerintEndenTs anD sTaKEhoLders, anD PrOVIde dIsTrIct-wIde LeAdersHip aND viSion for EducationAl tEChnoLoGy (consortIum for School NEtWorking, 2011). WhiLe InfOrmatiON TechnoloGy administration is an intEGral parT o f The duTies O f technolOgy DirectOrs (cOnsortIum for schooL NEtwORKing, 2011), tHEIr EduCaTional techNOLogY leadErShip Is cruciAl for the success of sCHooL district techNolOgy iNTEgRatIOn (vIrgInIA DePARtment of EducatiOn, 2008b). InstrucTiONaL technologY SpeCiAlists iN VirginIa are EDucatorS holding tEaching liCeNsurE WHo pRovide leadErship foR instructIOnal tEChNologY inTegratIoN, anD collAboratE 146 WitH and tRain teAcHers to IntegRaTe technoLogy and software effectivEly (VirGinia depArtment of eduCAtiOn, 2008b). The offIciaL name used bY thE stAte of virGInia fOr thESe PosITions Is inSTructionaL TeChnOLOgY resource teACHEr (ItRT), anD ViRGinia mAndaTes that school distRIcts employ an ITrT at A RAtiO o f ONe foR eVery 1000 students (ViRgiNiA dEpartmenT oF Education, 2008b). accordinG tO State GuidelInes, whIle thosE IN tHE ITRT pOsitIon Hold teachIng LiCEnsure, tHeY aRE not to Be asSiGned clAssrooM TeacHINg duties, but ratheR theiR ROle is TO trAin, leAd And mentOR felLow educatoRs (Virginia DEpartmEnt oF EducAtion, 2008b). INsTructiOnaL tEchnology sPEcialists In VirGinia ofTeN worK unDer the SupeRVIsion Of diStRicT technoloGY DiREcToRS (ViRginIa DepArTmenT of EducatIOn, 2008b). The reSeaRCher empLoYed A cOrbin aND STRAuss (
 is advantageous for valid ating, cha lleng ing , a nd  ext endi ng findings, w h ilealleviating bias (Kitt o etal . , 20 0 8;  Turn er & Tu r ne r ,  20 09 ).  Th is st udy e mpl oyed th eory trian gul at ion by cross - va lidating a ndcorroboratin g t heoryby  co m parin g i t totheori e s from  relevant  l i teratu r e (Jons e n  &  Jeh n, 2009). Because 14 5  theoretical i ntegra ti o ns h oul d p lace theor ywithi n  the co n te x t o f other theorie s (Urquhart etal., 2 01 0), the st udy's  d a taanalysis co nsid ered pert inentt heories from th e lite rat ure , in c lu di ngdi f fer e nt  va r ian ts of te ch no logic al d e t e r mini sm,  inc ludin g hard and so ft,  nom o log ical,  norm ativ e,  anduninte ndedco nsequences, and  oth er pertin ent  t heo ri es su c h as s oci aldetermi nism, t h e i ns t r u me ntal view of techn ol o g y,  and tec hnolog i ca lo ptimisman d p essi m i sm. A ssum p ti ons Thepartic i pa nt s in th equalit at ive  st udy i n clud ed tec hnologydirec t ors and instru c tional techno l og y sp e cial ist s. The assu mpti o n th at t h es e t w o pro fessi on a lp ositions best repre se nt Vir ginia  K-12 educati onal techn o l o gy leade rshi p  w a s based on the  offi cial roles and duti es of  the pos itions. V i r ginia te chn olo gydir e c to rs are the ad m i nist ra tors wh o o verseeonbeh alf  of  t heir scho ol distr ic tst ra teg ic ef f orts tode sig n,  de velop ,  and i mplem entte ch n olo gy into in s t ruct io n(Vir gin ia  Depa rtme n t o f Educa tion, 201 0). Simi la rto dist rict technolo gy  directors  i n o ther s t a tes, Vir ginia technology direct o rs arethe  chie f te chnologyoff icersfor theirschool  dist ri cts , workc l os ely  w ith school s upe rinte nd ents  and st akeholders, and pr o vid e district-wi delead e r sh ipa nd vis io n  fo r educational tec hnology (C on s or tium for S c hoo lNetwork ing, 20 11).W hile in formation  technolo gy  adm i n ist ration isan integ ral parto  f th e  d uties  of tech no log y dir ectors (Co nsort ium fo rSchool  Netw or king, 20 11), their educationaltechno logylea dership i s c r uci al for th e su ccess of s cho oldistr ict techn olog y  i nte g ratio n (V i rginia De p ar tme n t  o f Education , 2 008 b). I nst r uction al t echnology special i sts in Virgini a ar e edu cat o rs h ol ding teachinglic en s u re who p ro vide leader ship for  i n struc tional  techn ology i n t eg r ation,  and  co llaborate  14 6w ith and  t ra i n teac hers  t o inte gratet echn o l ogy and software  effe c t ively (Vi rgini aDepartm e nt o f Educatio n, 2008b).The of fici al na me used  b y thesta te  of Virgin i a for the se po sitions  i s in str uction al t e c hnolo gy r es our ce teache r (I T RT ), and  Vir ginia  m anda tes thats chool di str i cts emp lo y a n ITRT a t  a r atio o f o nefor e v e ry 1000 st u dent s  ( V irgin ia Dep artmen t of Ed u cat io n, 2008 b). A ccordingto stateg uid el ines , whileth osein  th eITRT position h old teac hing lic e n sure,the y  are not to  b e assigned c lassr oo m  teachi n g  du ties, b u t r ath erthei r r olei s to train, lead and men torfello w  ed ucato rs (V ir ginia De p artm ent of E d ucation, 2008 b). Instruction a l t e chno log y  s pe cialistsinV irgin ia o fte n wo rkunde r thes uper v is ionof dis tric tte chnologydi rectors (Vir g ini a De partm en to fEducati on, 2008 b). T he  research e r emplo yedaCorbin and St rauss (
 is_advantageous for_validating, challenging, and extending_findings, while_alleviating_bias (Kitto_et_al., 2008; Turner_& Turner, 2009)._This study employed theory_triangulation by cross-validating_and_corroborating theory by comparing it to theories from relevant literature (Jonsen & Jehn, 2009)._Because_145 theoretical_integration_should_place theory within the context_o f other theories (Urquhart_et al.,_2010), the study's data analysis considered pertinent theories_from_the literature, including_different variants of technological determinism, including hard and soft,_nomological, normative, and unintended consequences, and_other pertinent theories_such_as_social determinism, the instrumental_view of technology, and technological optimism_and pessimism. Assumptions The participants in_the qualitative study included technology directors and_instructional technology specialists. The assumption that_these two professional positions best_represent Virginia_K-12 educational technology leadership was_based on the_official roles_and duties of_the positions. Virginia technology directors are_the administrators who_oversee on behalf of their school_district_strategic efforts to_design,_develop,_and implement_technology into instruction_(Virginia_Department of_Education,_2010). Similar to district technology directors_in_other states, Virginia technology directors are the_chief technology officers for_their_school districts, work closely_with school superintendents and stakeholders,_and provide district-wide leadership and vision_for educational_technology (Consortium_for School Networking, 2011). While information technology administration is an integral_part o f the duties o_f technology directors (Consortium_for School_Networking,_2011), their educational_technology_leadership is_crucial for the success of school district_technology integration_(Virginia Department of Education, 2008b). Instructional_technology specialists in Virginia_are_educators holding teaching licensure who provide_leadership for instructional technology integration, and_collaborate 146 with and train_teachers_to_integrate technology and software effectively_(Virginia Department of Education, 2008b). The_official name used_by the state of Virginia for these_positions_is instructional technology resource teacher (ITRT),_and_Virginia mandates that school districts employ_an_ITRT_at a ratio o f_one for every 1000 students (Virginia_Department of Education, 2008b). According to state guidelines, while_those in the_ITRT position hold teaching licensure,_they_are_not to be assigned classroom teaching duties, but rather their_role is_to train, lead_and mentor fellow educators (Virginia Department of Education, 2008b). Instructional_technology specialists in Virginia often work under_the supervision of district technology directors (Virginia Department of Education, 2008b)._The researcher employed a Corbin and Strauss (