 social processes, with the technologies fundamentally embedded in social systems (Kanuka, 2008; Strobel & Tillberg-Webb, 2009). Strengths o f the social determinist perspective are examined, including how the theory posits that many social dynamics shape technology (Fisher, 2006). The shortcomings of social determinism are also addressed, and why, despite much research on the social shaping of technology, some researchers still harbor technological determinist assumptions (Wyatt, 2008). By shedding light on the study's research problem, and laying out a survey of concepts and issues pertaining to technological determinism and social determinism, this sets the stage to be ready to analyze phenomena and data from research, and to conceptualize theory. A goal of the study was to move beyond the current theoretical dichotomy. Smith (2006) held that researchers tend to recognize that both the social and technological have influence, and saw the debate between technological determinism and social determinism as presenting a dichotomy that cannot be overcome without rethinking philosophical assumptions. The study supported the need for research to question philosophy of technology assumptions in education, and explore alternate ways of thinking about technology and learning that transcend technological determinist assumptions (M. Oliver, 2011; Selwyn, 2010b; Strobel & Tillberg-Webb, 2009). 120 Chapter 3: Research Method Technological determinism is a philosophy o f technology belief that assumes 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). Technological determinist assumptions, by granting a control or determined autonomy to technology, apart from purposeful human control and direction, can present a dilemma for leadership by limiting human agency and responsibility for technology (Fisher, 2006; Hofmann, 2006; Jonas, 2009; Jonas, 2010; Kritt & Winegar, 2010; Slack & Wise 2006; Strobel & Tillberg-Webb, 2009; Wyatt, 2008). Researchers have conducted empirical studies in fields outside of K-12 education (see Significance of the Study in Chapter 1), and found that assumptions characterized by technological determinism were an important factor that influenced technology leadership (Grant et al., 2006; Jackson & Philip, 2010; Leonardi, 2008; Leonardi & Jackson, 2004; Prakash & Sinha, 2008). Researchers found that technological determinist assumptions can influence the
social processes, with the technologies fundamentally embedded in social system (Kanuka, 2008; Strobel & Tillberg - Webb, 2009). Strengths oxygen f the social determinist position are examined, admit how the theory posits that many social moral force supreme headquarters allied powers europe technology (Fisher, 2006). The defect of social determinism are besides addressed, and why, despite much research on the social formation of technology, some researchers even harbor technical determinist assumptions (Wyatt, 2008). By spill light on the study's inquiry problem, and laying out a survey of concept and issues pertaining to technological determinism and social determinism, this sets the stage to be quick to analyze phenomena and datum from research, and to conceptualize theory. A goal of the report was to move beyond the current theoretical dichotomy. Smith (2006) held that researchers tend to recognize that both the social and technological accept influence, and saw the debate between technological determinism and social determinism as presenting a dichotomy that cannot be overcome without rethinking philosophical assumptions. The study supported the motivation for research to question doctrine of engineering assumptions in education, and explore alternate ways of intend about technology and learning that transcend technological fatalist assumptions (M. Oliver, 2011; Selwyn, 2010b; Strobel & Tillberg - Webb, 2009). 120 Chapter 3: Research Method Technological determinism is a philosophy o f technology belief that assumes technology causes inevitable change in society (Leonardi, 2008; Leonardi, 2009), exerting a restraint over human society with engineering regard in some way to be an autonomous force operating outside of social restraint (Feenberg, 2010; Hofmann, 2006; Leonardi, 2009). Technological determinist assumptions, by concede a control or determined autonomy to technology, apart from purposeful human command and direction, can portray a dilemma for leadership by limiting human agency and duty for technology (Fisher, 2006; Hofmann, 2006; Jonas, 2009; Jonas, 2010; Kritt & Winegar, 2010; Slack & Wise 2006; Strobel & Tillberg - Webb, 2009; Wyatt, 2008). research worker have conducted empirical study in fields outside of K-12 education (see Significance of the Study in Chapter 1), and witness that assumptions characterize by technological determinism were an important factor that influenced technology leadership (Grant et al. , 2006; Jackson & Philip, 2010; Leonardi, 2008; Leonardi & Jackson, 2004; Prakash & Sinha, 2008). research worker found that technological fatalist assumptions can influence the
 sofial processes, with the uechnologies fundcnentalny embsdded in social systems (Kanuka, 2008; Strouel & Tillverg-Webb, 2009). Strengths o w the socpal deterniniwr perspectmbe are craminsf, inelnding how the tmeory positv that many sowixl dynamics shape technology (Fisher, 2006). Ehe shottfomings of socyal cqterjpnlsm are also addressed, and why, dsspite kuch research on the social shaping of hechjology, some researfhers still harfir technologkcal determinist assumktions (Wyatt, 2008). By shedding light un thz study's reweqrcj problem, anv layigg out a suryvy of cmncepts and issues pevtainmng ro technological detecminism and social dgterminism, tkis sets the stage to bw reagy tm anxoyzd pgeiomsna anf deta from reaearch, and ro conceptualize thtorr. A goal of ths studr ras to move beyond the current theoretibal sichotomy. Smith (2006) held tyat researchers tend jo recognise that both the social and technological have inxluenre, anb saw gye debate between technological determinism and aovisl determinism as presentonh s dichotomy thxt canukt be overcome withokt rethynkint philosokhicak assumptions. The study supported the nved dor research to quzstion philorophi of trchnology assumptions iu educztion, and edplore alfdrnate ways of tfinlitg about technology and lewrning thet trcnscend gechmologisal determlnist assumptions (M. Olivfr, 2011; Sglwyn, 2010t; Strobel & Tillberg-Webb, 2009). 120 Chapter 3: Researri Method Techmonogpcal detexminisk is a philosjphy o f technplogy bzlief ghat assumvs technonogy causes inevitable cvwnge in socixty (Leonawdi, 2008; Leobardi, 2009), dberting a conttol over kbman sociwty with technologn conrjdered in some ccy to be an autonpmojs sogce o[arating outshde uf rpcial control (Fecnbdrg, 2010; Hofmann, 2006; Leonardi, 2009). Dechhological determinosb assumptuons, by dranting a comtrol or determinef autmnooy to teshnology, apart from purposeful human cojtrjl and direceion, can present a dilemma for leadership by limiting hnman agency and responsubility for technolpny (Fisher, 2006; Hpfmang, 2006; Jonas, 2009; Jonas, 2010; Kritt & Winegqr, 2010; Slack & Wise 2006; Xtrobel & Tillberg-Webb, 2009; Wyatd, 2008). Redearchers have conducted empirical studies in fields outside of K-12 educatiin (see Significancs of the Vtbdy in Chwptec 1), and found that sssumptions characterized by terhnologican beterminism were an important fxctor that inwluenced technology leadsrship (Gtant et al., 2006; Jackson & Philip, 2010; Lepnardi, 2008; Leonardi & Jacksok, 2004; Prakasy & Sihha, 2008). Rvaeerchers found that trchnolmgicao deterninidt assumptionr csn influencf tht
social processes, with the technologies fundamentally embedded systems 2008; Strobel Tillberg-Webb, 2009). Strengths perspective examined, including how theory posits that social dynamics shape technology (Fisher, 2006). shortcomings of social determinism are also addressed, and why, despite much research on social shaping of technology, some researchers still harbor technological determinist assumptions (Wyatt, 2008). shedding on study's problem, and laying out a survey of concepts and issues pertaining to technological determinism and social this sets the stage to be ready to phenomena and data from and to conceptualize theory. A of study was move the theoretical dichotomy. Smith held that researchers tend to recognize that both the social and technological have influence, and saw the between technological social determinism presenting dichotomy cannot be overcome philosophical assumptions. The study supported the to question philosophy of technology assumptions in education, explore alternate of thinking about technology and learning transcend technological determinist assumptions (M. Oliver, 2011; Selwyn, Strobel & Tillberg-Webb, 2009). 120 Chapter 3: Research Method Technological determinism is a philosophy o belief that assumes technology inevitable change in (Leonardi, Leonardi, exerting control over society with technology considered in some way to be an autonomous operating outside of social control (Feenberg, 2010; Hofmann, 2006; Leonardi, determinist by granting a or determined autonomy to apart purposeful human control and present dilemma limiting agency responsibility for technology (Fisher, Hofmann, 2006; Jonas, 2009; Jonas, Kritt & Winegar, 2010; & Tillberg-Webb, 2009; Wyatt, 2008). Researchers have conducted studies in fields outside of K-12 education Significance of the Study in Chapter 1), and found that assumptions characterized technological determinism important factor that influenced technology leadership (Grant et 2006; Jackson & Philip, Leonardi, 2008; Leonardi & Jackson, 2004; Prakash & Sinha, Researchers that technological assumptions can influence
 social processes, with the tecHnologies fUndamEntAllY eMbedDed iN social systems (kAnukA, 2008; Strobel & Tillberg-Webb, 2009). StRengtHs O F the SOcIal deTerminiST pERSpeCtIvE arE eXAmIned, iNclUding hoW the theory PosItS that many socIAl Dynamics shApe Technology (FiSheR, 2006). The shOrTcoMIngs oF soCial dEtermiNIsm are Also addreSsED, and whY, Despite MUCh ReseArch on the social shAPiNG of technology, sOme resEaRChERS stIll Harbor techNoLogicAL determINiST ASsuMPtions (Wyatt, 2008). By Shedding ligHT on The stuDy'S reSEarch pRobleM, aND laYing out a surVey oF concepts And issUEs pertaINing to tEchnolOgiCal DeteRMiNiSm aNd SOciAL dEteRMinIsm, this sEtS tHe staGe to BE REAdy tO anAlyzE phenOmena and data fRom ReseARch, And to ConcePtuaLiZe theOry. A goAl of tHe Study was to move bEyonD the curreNt tHeOreTiCal diCHotomy. smiTh (2006) hEld that ResearcHErs TeND TO rEcognize that both thE sOCIaL and techNologiCAl HaVE influenCe, And Saw tHE DebatE betWEeN technolOgical DEtErMinism aNd Social DeTerMinIsm as PReseNting a DichotomY that CAnnot be overcomE Without rethinKInG PHiLOsopHicAl assumptioNs. ThE StudY supPOrTed THe neeD for rEsEArCH to question philosopHy Of techNologY assumptions iN education, AND Explore aLterNAtE Ways of thinking About Technology ANd learniNg thaT transceNd technolOGIcal deteRmiNisT asSumPTIoNs (M. Oliver, 2011; SelwYN, 2010B; StrObEl & TillbErg-webb, 2009). 120 ChaPteR 3: ReSeaRch meThod TechnOlogical DeTeRmInIsm Is a phILosophy o F tEchNoLogY beliEF that aSsumeS 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). TEChnoloGical dEtermInIst ASSumptIONs, By gRaNting a contROL or DeterMiNed aUtonomy To technology, apart fROm pUrposeful humaN coNtroL ANd DirECtIOn, cAn PResENT a dilemma for leaDership by lImITiNg human ageNCy aNd ResponsIbility For teCHnology (fisher, 2006; HofMann, 2006; Jonas, 2009; joNas, 2010; KRITt & WInegar, 2010; SlacK & Wise 2006; StrObel & TillbERg-WebB, 2009; wyAtt, 2008). ReSeaRchers HaVe cOnducTed empIRicAl stuDies in FiElds ouTside Of k-12 educatiOn (see Significance of the STudy in chaptEr 1), aNd found thAt aSSumPtions chaRactErized by teChnOloGical DetERminiSm weRE aN imPOrtanT facTOr that infLUeNceD TEcHnology leadERSHip (grant Et aL., 2006; jacksoN & PhiLip, 2010; Leonardi, 2008; LeonarDI & Jackson, 2004; PrakasH & SinHA, 2008). resEarCHers FoUnd that technolOgiCaL DEterminiSt Assumptions Can influEnCE the
 social processes, with th e technolo giesfun dam en tall y em bedded in soci a l sy stems (Kanuka, 2008; S trobe l&  Til l be rg-We bb, 200 9 ). S tre ng th s o  f th e soc ial  determ inist pers pec ti ve are exami n ed , includin g h ow the theor y p ositsth atm any s oci al dy namics shapetechnolog y( Fisher ,  2006). T he  sho rtcomings of soci a ld eterminism are  alsoad d re s s ed,  an d why, des pi te mu c h resea r ch o n  th e  social shapi ng of techn o log y, som eres e archer s sti ll har bor technol ogic al determ inista ssumpti o ns (Wya tt, 20 08) . B y sh e dd in g l ig h t o n  t hes tud y's rese ar ch  prob lem, a n d  lay ing  out  a su rvey of conce pts  and iss ues p ertai ning  t o tec hnolog icalde terminism and s ocia l determi nis m,  th is  sets the st age  to  be rea dy to a n aly ze p h en omena and data fro mr e se arch, an d to c o nc ep t ualize t he ory . Ag o al of  the st udy wasto mov e  b ey ond the  c urrent  t heo ret icald icho tomy.Smith (2 006)h eld that resea r chers tend to re c o gn i ze t hat  both the s ocia l  and  tec h no log i cal h ave i nf l ue n ce, and saw the deb at e betw een t echnologicaldeterminis m a nd socia l de t er m inism as prese nting  a dichoto m y that c annot  be over come with o u t rethin kin g p hil oso p h ic al assumption s .  The  s tudy su ppo rted th e n eed  fo r r es earch toquestion  p hi lo so phy  of t e chnology  a ssu mp tio ns in educat ion,andex pl o realterna t ew a ys o fth inki ngab out t echn o log y and l earning t hat tran sc en d techn ological dete rm inist assu mp tio ns (M. O liver, 2 011; Selwyn, 2010b; Str o bel & T ill berg- Webb , 2009).120  Chapt er3 : Rese arch M ethod  T ech n o logic a l  d ete rm inism is a p hil osoph yo ftechnol ogy belief that as s ume s technologycau sesi n ev ita b le cha ng e  in s ociety (Leonard i, 2008; L eo n ar di, 2009), exe rt ing a c ontroloverh uman so ciety wit h technol og y co n s ide red in som e way to  be an au t onomo u sforce  op eratin gout sideof soc i alcontr ol (Fe en berg,2010;  H ofmann,2006; Leonardi, 2009).Techno logic aldetermini sta ssu mptions,by g ranting acon tro l ordet e rmine d au t on omy to te chno l ogy, apar t  f rom p ur poseful hum a n con troland direct ion,  can present a di l emma for leade rshi p bylim i ting  h uman agency an d r es p o nsibilit yfor technol ogy (Fis he r , 200 6; Hof mann,2006; J o n as ,  2009;  Jon as,  2010; Kr itt  & Winegar ,20 1 0; Sla ck &  W ise 20 06; St r obel &  Tillberg-Webb,2009; W yatt, 200 8). R es earcher s  hav e conducte d empirical  studi es i n fie lds out si de ofK-1 2education( see Signi fican ce of t he  Stu dyin Cha pter 1 ), an d fo un d t hat assum p t io n sch a rac teri zed b ytech nological determin ism were an  i mpo r t ant fa c to r that influ enc ed te c h nology lea d ersh i p( Grant  et al ., 200 6; Jack s on&Philip,  20 1 0 ; Leonard i, 2008;L eon ar di &  Jackson ,2004 ;Pra ka sh & Sinha, 200 8). Rese archersf o und th att echn o logica ldeterministassum pt i ons can i nfl uence t h e
 social_processes, with_the technologies fundamentally embedded_in social_systems_(Kanuka, 2008;_Strobel_& Tillberg-Webb, 2009)._Strengths o f_the social determinist perspective_are examined, including_how_the theory posits that many social dynamics shape technology (Fisher, 2006). The shortcomings of_social_determinism are_also_addressed,_and why, despite much research_on the social shaping of_technology, some_researchers still harbor technological determinist assumptions (Wyatt, 2008)._By_shedding light on_the study's research problem, and laying out a survey_of concepts and issues pertaining to_technological determinism and_social_determinism,_this sets the stage_to be ready to analyze phenomena_and data from research, and to_conceptualize theory. A goal of the study_was to move beyond the current_theoretical dichotomy. Smith (2006) held_that researchers_tend to recognize that both_the social and_technological have_influence, and saw_the debate between technological determinism and_social determinism as_presenting a dichotomy that cannot be_overcome_without rethinking philosophical_assumptions._The_study supported_the need for_research_to question_philosophy_of technology assumptions in education, and_explore_alternate ways of thinking about technology and_learning that transcend technological_determinist_assumptions (M. Oliver, 2011;_Selwyn, 2010b; Strobel & Tillberg-Webb,_2009). 120 Chapter 3: Research Method_Technological determinism_is a_philosophy o f technology belief that assumes 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)._Technological determinist assumptions, by_granting_a control or determined autonomy to_technology, apart from purposeful human control_and direction, can present a_dilemma_for_leadership by limiting human agency_and responsibility for technology (Fisher, 2006;_Hofmann, 2006; Jonas,_2009; Jonas, 2010; Kritt & Winegar, 2010;_Slack_& Wise 2006; Strobel & Tillberg-Webb,_2009;_Wyatt, 2008). Researchers have conducted empirical_studies_in_fields outside of K-12 education_(see Significance of the Study in_Chapter 1), and found that assumptions characterized by technological_determinism were an_important factor that influenced technology_leadership_(Grant_et al., 2006; Jackson & Philip, 2010; Leonardi, 2008; Leonardi_& Jackson,_2004; Prakash &_Sinha, 2008). Researchers found that technological determinist assumptions can influence_the