 pay attention to technology outside of our education bubble, we need to continue to pull those things in from the consumer market, and find ways to apply them in education and include them in lessons that our digital native students will identify with. We stand to gain from this, but if we ignore what's going on in the larger sphere our students won't be able to fully prepared for the future." TD 14 "We should be moving forward and doing as many trials with technology as possible. Schools should never be behind with technology." TS 13 "Schools need to keep up on technological trends." TD13 "As a leader in the state, I am a risk taker but can implement things with ease, so I have a lot of school divisions replicating what we do. My thinking is and has always been why not try it. We do not want our students to be left behind." TS 16 "How do we balance technological change knowing the new things are coming out, how 193 do we balance with the instructional value? We often feel we're one step behind, not on the cusp o f what is available, we're learning about emerging technologies after the rest of the world has learned about them." Pressure to keep up with technology. Pressure to keep up with technology was the most frequent property of Keep up with technology (or be left behind), with 107 coding instances from 38 documents, and 26 o f the 31 participants. Technology leaders often described the pressures surrounding efforts to keep up with technological change, and the challenges that this presented for their work as educational technology leaders. The results show this property, pressure to keep up with technology, had a strong emotional interaction in the experience of many technology leaders. For example, TS9 began his/her interview with a broad statement expressing technological optimism (see Table 8). TS9 in response to the second interview question, described how the implications for this perspective meant Technology advocacy, by stating, "It's part of my job to integrate technology into the classroom, not only to involve students but to keep our teachers abreast of using technology as an educational tool." Later in the interview, TS9 expressed the philosophy of Keep up with technology (or be left behind): I definitely think that we need to keep up with technological change and implement technology as it involves. I also think that some kids lack the basic technology skills and this makes it tough for them to utilize technology as changes take place. In discussing the implications of his/her philosophy of technology in working as a technology leader, TS9 described the pressures
pay attention to technology outside of our education house of cards, we necessitate to continue to pull those thing in from the consumer marketplace, and find ways to give them in department of education and include them in lessons that our digital native students will identify with. We stand to reach from this, but if we ignore what's going on in the big sphere our student won't be able to fully prepared for the future. " TD 14 " We should be moving forward and doing equally many trials with technology as possible. school should never be behind with technology. " TS 13 " school need to continue up on technological trends. " TD13 " As a leader in the state, I am a risk taker but can enforce things with ease, so I have a lot of school divisions replicating what we do. My thinking is and has always been why not try it. We do not want our students to be left behind. " TS 16 " How do we balance technological change knowing the fresh things are coming away, how 193 do we poise with the instructional value? We often feel we're one step behind, not on the cusp o f what is available, we're learn about emerge technologies after the rest of the populace has learned about them. " Pressure to keep up with technology. Pressure to keep up with technology was the most frequent property of Keep up with technology (or be bequeath behind), with 107 code instances from 38 documents, and 26 o f the 31 participants. engineering leaders often described the pressures surrounding efforts to keep up with technological change, and the challenge that this presented for their study as educational technology leaders. The consequence show this place, pressure to keep up with technology, had a impregnable emotional interaction in the experience of many technology drawing card. For exercise, TS9 began his / her interview with a broad statement expressing technological optimism (see Table 8). TS9 in response to the second interview doubt, described how the implications for this position meant Technology advocacy, by stating, " It's part of my job to integrate technology into the classroom, not only to necessitate students but to keep our teachers abreast of using technology as an educational tool. " subsequently in the consultation, TS9 expressed the philosophy of Keep up with technology (or be left behind ): I definitely think that we need to keep open up with technological change and implement engineering as it involves. I besides think that some kids lack the basic technology skills and this makes it tough for them to utilize engineering as changes take place. In discussing the implications of his / her philosophy of technology in working as a technology leader, TS9 identify the pressures
 paj attention to technologn outside of our educatmon bubgle, we nded to continue to pull thosx thungs un from the consumer mxrket, and find wats ti apply them in edugction wnd nnrlude them in lgssons that mur digital nadixe students will identify with. We stagd to gsij from this, buj if eq ighore what's going on in the larger aphere mur students eon't be able to fully prepwred for the future." TD 14 "We should be iiving forwara and doing as many trjals with technology as possibld. Schpols shoule bevft be behind xith tvchnology." TS 13 "Schools need tp keep up on tcchnonogucal trends." TD13 "As a lxader in the state, I am a risn caker but can implemebt thincs whth dqse, so I hzve a pot of school divisions eeplicating what we dj. My thinking js and hws always been why not try it. We do not waht our students to be lwft behind." TS 16 "How do we balanse technological change knowing the new things ara commne obb, fiw 193 do we balance with the instructional value? Rs pfnen feel we're one step behinc, joy on the cusp u f whcf js available, we're pearnind aboyt emergigg trchnologies after the rest if the world yas learned about chem." Pressurz to kgep up with technology. Pressuxe to ieep up witj technolkey was the most wreauant proptfty of Keep up wieh technooogy (or be ueft behinq), with 107 cofing ltstances from 38 dockmentd, dnd 26 o f tje 31 participants. Technology leavxrs often desvrhbeg the przssurex surrounding efforts to kegp up witk techvological bhange, anv the challegges that thiv presented fmr their worj as educatkunal technologu leaders. The resulrs show this propevty, pteasure to keep u' qith technology, haa a snroig emjdional interdctiun km the experituce uf msny technology leadess. Fkr example, TS9 begam mis/her injerview wyth a broad syatement expressinh tecinologmcal oltiiism (see Table 8). TS9 in response to the sfcokd interview zuesbion, described how the implications for this perspectmve meant Technology adcocacy, by stating, "Ij's kart of my jou to igtegrate dechnology into the xlassroom, not onln to involve students gut to keep our teachers abreast of using technology as an educational tool." Later in the iitqrview, TS9 esprexsed nhe 'hiloso[hy lh Keep up with tebhnology (or be left behind): I defmnitely thhnh that we need to keep up wiyh technologicau change and implement tschnologu as it involves. I also think tnat some kids lack the bssic tecynolofy skills end this makes it toigh fox them to utioize technology ar cnakges take olact. In discussing the implications of yis/her pjilosophy of tecinology in wlvking zs a tgchnology leader, FS9 dsdcribgd the pressurrs
pay attention to technology outside of our we to continue pull those things and ways to apply in education and them in lessons that our digital students will identify with. We stand to gain from this, but if we what's going on in the larger sphere our students won't be able to prepared the TD "We should be moving forward and doing as many trials with technology as possible. Schools should be behind with technology." TS 13 "Schools need keep up on technological TD13 "As a leader in state, am a taker can things with ease, I have a lot of school divisions replicating what we do. My thinking is and has always why not We do want students be left behind." "How do we balance technological change things are coming out, how 193 do we with the value? We often feel we're one behind, not on the cusp o f what available, we're learning about emerging technologies after the rest of the world has learned about to keep up with Pressure to keep with was most property of up with technology (or be left behind), with 107 coding instances 38 documents, and 26 o f the 31 participants. Technology described pressures surrounding efforts keep up with technological and challenges that this presented work educational results this pressure to keep up technology, had a strong emotional in the experience of TS9 began his/her interview with a broad statement technological optimism (see Table 8). TS9 in to the second interview question, described how the implications for this perspective Technology advocacy, "It's part of my job to integrate technology the classroom, not only involve students but to keep our teachers abreast of technology an educational Later in the TS9 expressed the of Keep up (or be behind): definitely need to keep up with technological and technology as it involves. I think kids lack the basic technology skills and this makes it tough for them to utilize changes take place. In the of his/her philosophy of technology in working as a technology leader, TS9 pressures
 pay attention to technology oUtside of ouR educAtiOn bUbBle, wE neeD to continue to pULl thOse things in from the consUmer mArKEt, anD FiNd wayS to applY ThEM In eDuCaTioN aND iNcludE thEm in lesSons that ouR diGiTal native stuDEnTs will idenTifY with. We stand To gAin froM tHis, BUt if wE igNore wHat's goINg on in The larger SpHEre our STudents WON't Be abLe to fully prepared FOr THe future." TD 14 "We shOuld be MoVInG FOrwArd And doing as MaNy triALs with tEChNOLOgy AS possible. SchoOls should neVEr bE behinD wIth TEchnolOgy." TS 13 "scHOolS need to keep Up on TechnologIcal trENds." TD13 "As A Leader iN the stAte, i am A risK TaKeR buT cAN imPLeMenT ThiNgs with eAsE, sO I havE a loT OF SChooL diVisiOns rePlicating what We dO. My tHInkIng is And haS alwAyS been Why not Try it. we Do not want our stuDentS to be left BehInD." TS 16 "hoW do we BAlance TecHnoLogical Change kNOwiNg THE NeW things are coming ouT, hOW 193 Do We balancE with tHE iNsTRuctionaL vAluE? We oFTEn feeL we'rE OnE step behInd, not ON tHe Cusp o f wHaT is avaIlAblE, we'Re leaRNing About eMerging tEchnoLOgies after the rESt of the world hAS lEARnED aboUt tHem." Pressure To keEP up wIth tEChNolOGy. PreSsure To KEeP Up with technology was ThE most fRequeNt property of KEep up with tECHNology (or Be leFT bEHind), with 107 coding InstaNces from 38 doCUments, anD 26 o f thE 31 particiPants. TechNOLogy leadErs OftEn dEscRIBeD the pressures SURrouNdIng effoRts To keep uP wiTh tEchNolOgIcal changE, and the cHaLlEnGeS thAt thiS PresenteD fOr tHeIr wOrk as EDucatiOnal tEchnOlOgY LeaDers. The REsULTs shOw ThIs prOpeRtY, presSure TO keEp up witH technoloGy, hAD a stRoNg EmotionAl interaction In The experieNcE of Many teCHNology leAders. For example, TS9 began hIS/her intErvIew wiTh a bRoad stateMenT expreSsiNG technOlogicAl optImIsm (SEE TablE 8). ts9 iN reSpOnse to the sECOnd InterViEw quEstion, dEscribed how the implICatIons for this peRspEctiVE MeAnt tEcHNolOgY AdvOCAcy, by stating, "It's Part of my joB tO InTegrate tecHNolOgY into thE classrOom, noT Only to iNvolve stuDents but tO kEep oUR TeaChers abreaSt of usinG technoloGY as an EDuCatioNal Tool." LaTeR in The inTervieW, tS9 eXpresSed the PhIlosopHy of KEeP up with tEchnology (or be left behind): i definItely ThiNk that we nEed TO keEp up with tEchnOlogical chAngE anD implEmeNT techNoloGY aS it INvolvEs. I aLSo think thAT sOme KIDs Lack the basiC TEChnOlogy SkiLLs and tHis mAkes it tough for theM To utilize technOlogY AS chAngES takE pLace. In discussiNg tHe IMPlicatioNs Of his/her phiLosophy oF tEChnolOgy in wOrking As a techNOLoGY leadeR, TS9 dEscRibed the pResSuREs
 pay attention to technolo gy outside  of o uredu ca tion  bub ble, we need t o  con tinue to pull those th ingsin from th e con sumer m a rk e t , a nd  f ind  w a ys  to a ppl y themin educati onan d include th e min lessons  th at our digit alnative  s tud e nts w ill  iden tify w i th. We  stand to  g a in fro m  this,b u tif w e ignore what's g o in g  on in the lar ger sp he r eo u r s tud ents won't  b e abl e  to ful l yp r e par e d for the fut ure." TD 14 "We  shoul dbem ovingforwa rd and  doing as m anytrials wi th tec h nologya s possi ble. S cho ols  sho u ld  n eve rb e b e hi ndw ith  technol og y. " TS13 " S c h o olsnee d to  keep  up on techno log ical tre nds."  TD13  "As  a  lead er inthe s ta te, I am a risk  tak er but ca n i mp lem en t thi n gs wit h e ase , so Ihave al otof s c ho ol divisions repli ca t i ng  what we  do. M y  t hi n king isan d h as a l w ays b eenw hy  not try  it. W e  d onot wan tour st ud ent s t o bel eftbehind ." TS 16  "How do we balancet echnologicalc ha n g ek nowi ngthe new thi ngsa re c omin g  o ut, how 1 93 do  w e  b a lance with the inst ru ctiona l val ue? We oftenfeel we're o n e step b ehin d ,n ot on the cusp  o fwhat is av a ilable,we're  learnin g about e m e rging te chn olo gie s a f t er  the rest oft h e wo rl d has l ear ned abo utthe m."  Pr es sure to k eep up w it hte ch nol ogy.P ressureto  ke ep  up  with techno logywasth em ost  freque n tp r oper ty  o f Ke epup  with  tec h nol ogy (or  be leftbeh i nd),  w it h 107 c oding instanc es  from 38 d oc ume nts, a n d  26 o fthe 31 participants. Te c hnology  le aders  oft en descri bed  the p res s ures s urroun dingef for t s  to k e e pupwi th technol o g ica l cha ng e, a nd thechallenges that th i s p resented forthe ir w o r kase du c ati on a l t e c hnology leaders . The resu lt s  s how this p r ope rt y, pres sure to  keep up with  technolo gy, had a  s tron g emo tional int eraction  in the e x perie n ce  of m any  techn ol ogy  lead ers. F o r e xampl e, TS9  b egan h is/he rintervie w with a broad statemen t expr essin g t echnologi cal opt imism (se e Ta ble 8). TS 9 i n r espon set o the  sec o nd  in t ervie w qu e stion, de s cr ibe d ho w the impli c a t ion s for  th i s pers pect ive meant Technol o gy advocacy, b y st a t ing , " I t'spa rt of my job t o i nt e g rate tec hn ology intothe clas sr o om, n ot onl y to i nvolves t ud e nts bu t to  ke ep our te ach er s  abreas tof usingtech no logy a s an e d ucat i o nal tool." Later  in t h e  inte r vie w, TS 9express e d th e philosop hy of Keepup wit h te chnol ogy (or  b e left  be hi nd): I def i nitely th ink t hat wene ed t o k eep up  wit h techn olog ic alchange an d im p le me n t t echn ology  a s it  involves .  I alsothi n k thatso mek i ds lac k  t h e  basic tec hno logys k ills and t h is m a ke s  it t ough f or the m to ut i liz etechnol ogy a s changes  take pla c e.In  dis cussingth e im pl ica ti ons of his/herphilosop hy of te c h nology  in work i ng asatechnology l eader ,T S9 desc r i bed  the pr e ssu res 
 pay_attention to_technology outside of our_education bubble,_we_need to_continue_to pull those_things in from_the consumer market, and_find ways to_apply_them in education and include them in lessons that our digital native students will_identify_with. We_stand_to_gain from this, but if_we ignore what's going on_in the_larger sphere our students won't be able to_fully_prepared for the_future." TD 14 "We should be moving forward and_doing as many trials with technology_as possible. Schools_should_never_be behind with technology."_TS 13 "Schools need to keep_up on technological trends." TD13 "As_a leader in the state, I am_a risk taker but can implement_things with ease, so I_have a_lot of school divisions replicating_what we do._My thinking_is and has_always been why not try it._We do not_want our students to be left_behind."_TS 16 "How_do_we_balance technological_change knowing the_new_things are_coming_out, how 193 do we balance_with_the instructional value? We often feel we're_one step behind, not_on_the cusp o f_what is available, we're learning_about emerging technologies after the rest_of the_world has_learned about them." Pressure to keep up with technology. Pressure to_keep up with technology was the_most frequent property of_Keep up_with_technology (or be_left_behind), with_107 coding instances from 38 documents, and_26 o_f the 31 participants. Technology leaders_often described the pressures_surrounding_efforts to keep up with technological_change, and the challenges that this_presented for their work as_educational_technology_leaders. The results show this_property, pressure to keep up with_technology, had a_strong emotional interaction in the experience of_many_technology leaders. For example, TS9 began_his/her_interview with a broad statement expressing_technological_optimism_(see Table 8). TS9 in_response to the second interview question,_described how the implications for this perspective meant Technology_advocacy, by stating,_"It's part of my job_to_integrate_technology into the classroom, not only to involve students but_to keep_our teachers abreast_of using technology as an educational tool." Later in the_interview, TS9 expressed the philosophy of Keep_up with technology (or be left behind): I definitely think that_we need to keep up with technological change_and implement technology as it involves. I_also think that some_kids_lack the basic technology skills and this_makes_it_tough_for them to_utilize technology as_changes take place._In discussing_the implications of_his/her philosophy_of technology in_working_as a technology leader, TS9 described the pressures