 aligned with the research questions. Refer to Appendix B for the written questionnaire. During data analysis the researcher employed constant comparative analysis to compare incidents in the data in order to find those that were conceptually similar, code data and create conceptual categories, and find plausible relationships between concepts (Corbin and Strauss, 2008; Schram, 2006). The researcher utilized a coding process featuring open and axial coding, which are distinct yet closely related methods (Corbin & Strauss, 2008). During open coding, the researcher analyzed the data from the interviews and questionnaires by going through it line by line, and breaking it apart into segments or incidents to delineate the concepts that represented raw blocks of data (Corbin & Strauss, 2008; Shannak & Aldhmour, 2009). The researcher then used axial coding to reintegrate the data by relating the concepts to each other (Charmaz & Henwood, 2008; Corbin & Strauss, 2008; Creswell, 2008). During axial coding, the researcher selected the concept that appeared to have the greatest explanatory relevance, placed it at the center of an axis, and delineated its relationships and dimensions by relating other concepts to it (Charmaz & Henwood, 2008; Corbin & Strauss, 2008). Corbin and Strauss explained that open and axial coding are closely related, because the researcher first breaks open the data in open coding to identify the concepts, and this is followed by axial coding that puts the data back together by relating and connecting concepts to each other. Because the data that qualitative researchers work with can be complex, Corbin and Strauss methodology employs a coding paradigm as a strategy for asking questions of the data to help draw out the complex relationships between concepts that may be 28 present (Corbin & Strauss, 2008). The researcher used the Corbin and Strauss coding paradigm to analyze data for context, or the circumstances to which participants respond, and then identify important causal conditions and consequences. The coding paradigm was employed by the researcher in data analysis to find answers to the second research question concerning how philosophy of technology assumptions influence the decisions that leaders make about educational technology. The technique of writing memos to write about and think critically about data, and engage in an internal dialogue with it, is an integral part of qualitative data analysis (Corbin & Strauss, 2008; Grounded Theory Institute, 2009). Memos can serve as the analytical building blocks for what may become theory (Elliot & Lazenbatt, 2005). The researcher used the qualitative
aligned with the research questions. Refer to Appendix B for the publish questionnaire. During datum analysis the researcher use ceaseless comparative analysis to compare incident in the datum in order to find those that were conceptually similar, code data and create conceptual category, and find plausible relationships between concept (Corbin and Strauss, 2008; Schram, 2006). The researcher utilized a coding process featuring open and axial cryptography, which are distinct yet closely refer methods (Corbin & Strauss, 2008). During open cryptography, the researcher analyze the data from the consultation and questionnaires by going through it line by cable, and breaking it apart into segments or incidents to delineate the concept that represent raw blocks of data (Corbin & Strauss, 2008; Shannak & Aldhmour, 2009). The researcher then used axial coding to reintegrate the data by relating the concept to each early (Charmaz & Henwood, 2008; Corbin & Strauss, 2008; Creswell, 2008). During axial coding, the researcher choose the concept that appear to have the greatest explanatory relevance, placed it at the center of an axis, and delineated its relationships and dimension by relating other concepts to it (Charmaz & Henwood, 2008; Corbin & Strauss, 2008). Corbin and Strauss explained that open and axial cryptography are closely related, because the researcher first breaks open the data in overt coding to identify the concepts, and this is followed by axial cryptography that puts the data back together by relating and connecting concepts to each other. Because the data that qualitative researchers sour with can be complex, Corbin and Strauss methodology employs a code paradigm as a strategy for ask questions of the datum to help draw out the complex relationships between concepts that may be 28 present (Corbin & Strauss, 2008). The research worker used the Corbin and Strauss coding paradigm to analyze datum for context, or the circumstances to which participants respond, and then identify important causal conditions and consequences. The coding paradigm was employed by the researcher in data psychoanalysis to find answers to the second inquiry question concerning how philosophy of engineering assumptions influence the decisions that leaders make about educational technology. The technique of writing memos to write about and think critically about datum, and engage in an internal negotiation with it, is an built-in part of qualitative data psychoanalysis (Corbin & Strauss, 2008; Grounded Theory Institute, 2009). Memos can serve as the analytical building block for what may become theory (Elliot & Lazenbatt, 2005). The researcher used the qualitative
 allgned with the research duestions. Refer to Appxndix B for the written questionnaire. Durinj dara anqlysis the researcher dmployed bonstant xomperative analysis to compare indldentv in the data ik order to xind those thad dexe conceptually similar, code data anq creatr fonceptual catggorits, wnd rpnb plausible relationships betwesn conctpts (Corbin and Sttauss, 2008; Schram, 2006). The researcjer ktilized a coding orocess feajhrigt open and abial coding, which are sistinct yet closely related meghods (Corbin & Sjxqusd, 2008). During opxn codpng, the reseavbher andlyzed yhe data from bhe iiterciews and questionnaices by going through it line ty line, and breakint ut apdrt hnto wegoenus pr incidfnta to delinsate the cobcepts that represemtqe raw blocks kf datw (Sorbin & Strauss, 2008; Shannak & Aldhmour, 2009). The reaearcher then used axiao coding to reintegraje the datw by relating the concepts to each other (Charmaz & Henwkud, 2008; Cjfvij & Strauss, 2008; Creswell, 2008). During axial coding, the dexesrcher selecteb the concept thst alkeared to have the gxsafest explanatory rflevancg, placwd it at uhe crnter of an axis, and delineqted its relctiinships and dimensnons by relacing ojher cpncepts to it (Charmaz & Kenwoos, 2008; Corbin & Dtrauss, 2008). Durbin and Strausr eqplahned thau open and axial cjding are cloxely reuatec, becatse the redearcmar first breaks opfn thg data in open clding to identify the concepts, eid this is foklmweg by axicl codlng that puts tre data back tpgether by rdlating ans connerting concepes to each otvgr. Because thx data thwt qyalirative fdsearchers worl with cau be xomplex, Corbin and Sttahss methodology emkliys a coding psraaigi ws a vtrategy for askkng auestkons of the aata to help draw out tha cojplex relationshipx netween cincepts ehat may be 28 lresent (Corbin & Stgauss, 2008). Tie resrarsher used the Corbin and Strauas coding pavadigm to anajyze data for coutext, or the circumstances to which partmcipants respond, and thwn identify importaut causal convitionf and convequences. The coding paradigm was empkoyed by the researchsr in gata wnalysis to find answers to the second research question concerning how pyiloso'hr of technomogy assukpcious infltencx vhe decisions than leaders make about educational technolmgv. The technique of writing mekor to write abuut and think critically about dsta, and engage in an internal doalogue with it, is an inbegral paet of qualinztmve data analysis (Cotbin & Vtrauws, 2008; Groyndef Theory Instktuye, 2009). Memos cwn strve as the analytical building blocjs for wjat may become tieory (Elliot & Lazehbatt, 2005). The researcher hsed hhe qoalitative
aligned with the research questions. Refer to for written questionnaire. data analysis the to incidents in the in order to those that were conceptually similar, code and create conceptual categories, and find plausible relationships between concepts (Corbin and Strauss, Schram, 2006). The researcher utilized a coding process featuring open and axial coding, are yet related (Corbin & Strauss, 2008). During open coding, the researcher analyzed the data from the interviews and by going through it line by line, and it apart into segments incidents to delineate the concepts represented blocks of (Corbin Strauss, Shannak & Aldhmour, The researcher then used axial coding to reintegrate the data by relating the concepts to each other & Henwood, & Strauss, Creswell, During coding, the researcher concept that appeared to have the placed it at the center of an axis, delineated its and dimensions by relating other concepts it (Charmaz & Henwood, 2008; Corbin & Strauss, Corbin and Strauss explained that open and axial coding are closely related, because the researcher open the data in coding to identify concepts, this followed axial coding puts the data back together by relating and connecting concepts to other. Because the data that qualitative researchers work with can Corbin Strauss methodology employs coding paradigm as a for questions of the data draw the concepts may 28 present (Corbin & 2008). The researcher used the and Strauss coding paradigm or the circumstances to which participants respond, and identify important causal conditions and consequences. The paradigm was employed by the researcher in data analysis to find answers the second concerning how philosophy of technology assumptions influence the that leaders make about technology. The technique of writing memos to write about think about data, engage in an dialogue with it, an integral part data analysis & 2008; 2009). Memos can serve as the building for what may become theory & The researcher used the qualitative
 aligned with the research queStions. RefeR to ApPenDix b fOr thE wriTten questionnaIRe. DuRing data analysis the resEarchEr EMploYEd ConstAnt compARaTIVe aNaLySis To COmPare iNciDents in The data in oRdeR tO find those thAT wEre conceptUalLy similar, codE daTa and cReAte COncepTuaL cateGories, ANd find Plausible ReLAtionsHIps betwEEN cOncePts (Corbin and StrauSS, 2008; SCHram, 2006). The researcHer utiLiZEd A COdiNg pRocess featUrIng opEN and axiAL cODINg, wHIch are distincT yet closely RElaTed metHoDs (CORbin & StRauss, 2008). duRIng Open coding, tHe reSearcher aNalyzeD The data FRom the iNterviEws And QuesTIoNnAirEs BY goINg ThrOUgh It line by LiNe, And brEakiNG IT AparT inTo seGmentS or incidents tO deLineATe tHe conCepts That RePreseNted raW blocKs Of data (Corbin & StrAuss, 2008; shannak & AlDhmOuR, 2009). ThE rEsearCHer theN usEd aXial codIng to reINteGrATE ThE data by relating the CoNCEpTs to each Other (CHArMaZ & henwood, 2008; COrBin & straUSS, 2008; CresWell, 2008). dUrIng axial Coding, THe ReSearcheR sElecteD tHe cOncEpt thAT appEared tO have the GreatESt explanatory rELevance, placed IT aT THe CEnteR of An axis, and deLineATed iTs reLAtIonSHips aNd dimEnSIoNS by relating other conCePts to iT (CharMaz & Henwood, 2008; CorBin & Strauss, 2008). cORBin and StRausS ExPLained that open And axIal coding aRE closely RelatEd, becausE the reseaRCHer first BreAks OpeN thE DAtA in open coding TO IdenTiFy the coNcePts, and tHis Is fOllOweD bY axial codIng that pUtS tHe DaTa bAck toGEther by rElAtiNg And ConneCTing coNceptS to eAcH oTHer. because THe DATa thAt QuAlitAtiVe ReseaRcheRS woRk with cAn be complEx, CORbin AnD STrauss mEthodology empLoYs a coding pArAdiGm as a sTRAtegy for Asking questions of the datA To help dRaw Out thE comPlex relatIonShips bEtwEEn concEpts thAt may Be 28 PreSENt (CorBIN & STraUsS, 2008). The researCHEr uSed thE COrbiN and StrAuss coding paradigm TO anAlyze data for cOntExt, oR THe CirCUmSTanCeS To wHICh participants rEspond, and tHeN IdEntify impoRTanT cAusal coNditionS and cONsequenCes. The codIng paradiGm Was eMPLoyEd by the resEarcher iN data analYSis to FInD answErs To the sEcOnd ReseaRch queSTioN concErning HoW philoSophy Of TechnoloGy assumptions influence tHe deciSions ThaT leaders mAke ABouT educatioNal tEchnology. THe tEchNique Of wRIting MemoS To WriTE abouT and THink critiCAlLy aBOUt Data, and engaGE IN an InterNal DIaloguE witH it, is an integral paRT of qualitative Data ANAlySis (cOrbiN & STrauss, 2008; Grounded theOrY iNstitute, 2009). meMos can serve As the anaLyTIcal bUildinG blockS for whaT MAy BEcome tHeorY (ElLiot & LazenBatT, 2005). THE researChEr USed the QualItAtive
 aligned with the research  questions . Ref ertoAp pend ix B  for the writt e n qu estionnaire. During da ta an al y sist he  rese archere mp l o yed  c on sta nt co mpara tiv e analy sis to com par eincidents in th e data inord er to find t hos e that  w ere conce ptu allysimila r , code  data and  c r eate c o nceptua l ca tego ries, and find pl a us i ble relationsh ips be tw e en c onc ept s (Corbinan d Str a uss, 20 0 8; S c hra m , 2006). Theresearcheru til ized a  c odi n g proc ess f ea t uri ng open and  axi al coding , whic h  are di s tinct y et clo sel y r elat e dme tho ds (Co r bi n & Str auss, 20 08 ).  Duri ng o p e n codi ng,  the  rese archer analyz edthed ata  from  theinte rv iewsand qu estio nn aires by goingthro ugh it li neby  li ne , and breaki ngitapart i nto seg m ent so r in cidents to delinea te t he  concept s that re pr e sented r aw  bl ocks o f dat a (C o rb in & Str auss,2 00 8;  Shanna k& Aldh mo ur,  20 09).T he r esearc her then  used axial coding t o  reintegratet he d at a  byrel ating the c once p ts t o ea c hoth e r (Ch armaz  & He n wood, 2008; Corbin&Straus s, 20 08; Creswell,  2008). Du r i n g axialcodi n g, the researcher  sele cted the c o ncept th at ap peared t o have th e greatest  ex pla nat ory r el evance, place d it a tthe cen ter  of anaxi s,and  de li neated it s relati on sh ip sand  dime n sions by  r ela ti ngother concep ts to  it(C ha r maz  & Henw o od , 2008 ;Co rbin  &St rauss , 20 0 8).  Corbin  and Stra uss expl ai ne d thatopen and axia lcoding are  c los ely re l a ted, bec ause the researcher fir s t break s o pen t he d ata in op encoding  to identi fy the  conc ep ts, a nd th i s  i s f ol lowed by a x i alcodin gthat  puts t he data back toget h erby relating a ndconn e c ti ngc on c ept st o e a c h other. Becaus e the data  t h at  qualitati v e r es earcher s workwithc an be c omplex, C orbin and  S trau s s  me thodologyemploysa codingp aradi g mas astr ategyfo r a sking  quest i ons  of t he dat ato hel p dra wout thecomplex relationships b etween  conc ept s that ma y b e  28  present(Cor bin & Stra uss , 2 008).  Th e  rese arch e ruse d  theCorb i n and Str a us s c o d in g paradigmt o ana lyzedat a  for c onte xt, or the circum s tances to whic h pa r t ici pan t s re sp ond, and thenide nt i f y import an t causal co nditions  a n d con sequen ces. T he codi n g  p a radigm  was  em ployed by  th er esearch er  i n  dataanal ys is tofind a n swer s to the second re searc h quest i onconce rn ing how phil osophy oftechnologyassump tion s inf luenceth e deci sio ns  that lead e rs make a bouteducati on al t ech nology . Th e techn ique  o f w riting me m o st owr i teabou t and  t hink  critical l y aboutdat a , and e ng age i n an i n te r n al dialogu e w ith i t ,  is an int e gral pa r t ofqualit ativedata an a lys is  (Corbi n & S trauss, 2 008; Grou n ded  T heor y Instit ut e, 2 00 9).  M emos can serveas the a nalytica l buildi ngb lock s  for w ha t may become  theo ry (Elliot &  La zenbatt ,  20 05) . T he r ese arch e r used the qualitative
 aligned_with the_research questions. Refer to_Appendix B_for_the written_questionnaire._During data analysis_the researcher employed_constant comparative analysis to_compare incidents in_the_data in order to find those that were conceptually similar, code data and create_conceptual_categories, and_find_plausible_relationships between concepts (Corbin and_Strauss, 2008; Schram, 2006). The_researcher utilized_a coding process featuring open and axial coding,_which_are distinct yet_closely related methods (Corbin & Strauss, 2008). During open_coding, the researcher analyzed the data_from the interviews_and_questionnaires_by going through it_line by line, and breaking it_apart into segments or incidents to_delineate the concepts that represented raw blocks_of data (Corbin & Strauss, 2008;_Shannak & Aldhmour, 2009). The_researcher then_used axial coding to reintegrate_the data by_relating the_concepts to each_other (Charmaz & Henwood, 2008; Corbin_& Strauss, 2008;_Creswell, 2008). During axial coding, the_researcher_selected the concept_that_appeared_to have_the greatest explanatory_relevance,_placed it_at_the center of an axis, and_delineated_its relationships and dimensions by relating other_concepts to it (Charmaz_&_Henwood, 2008; Corbin &_Strauss, 2008). Corbin and Strauss_explained that open and axial coding_are closely_related, because_the researcher first breaks open the data in open coding to_identify the concepts, and this is_followed by axial coding_that puts_the_data back together_by_relating and_connecting concepts to each other. Because the_data that_qualitative researchers work with can be_complex, Corbin and Strauss_methodology_employs a coding paradigm as a_strategy for asking questions of the_data to help draw out_the_complex_relationships between concepts that may_be 28 present (Corbin & Strauss,_2008). The researcher_used the Corbin and Strauss coding paradigm_to_analyze data for context, or the_circumstances_to which participants respond, and then_identify_important_causal conditions and consequences. The_coding paradigm was employed by the_researcher in data analysis to find answers to the_second research question_concerning how philosophy of technology_assumptions_influence_the decisions that leaders make about educational technology. The technique_of writing_memos to write_about and think critically about data, and engage in an_internal dialogue with it, is an integral_part of qualitative data analysis (Corbin & Strauss, 2008; Grounded Theory_Institute, 2009). Memos can serve as the analytical_building blocks for what may become theory_(Elliot & Lazenbatt, 2005)._The_researcher used the qualitative