 similarly highlighted the perspectives of technological determinism and social determinism, while also describing uses determinism as an alternate perspective (see Literature Review). Strobel and Tillberg-Webb (2009) elucidated on the concept o f praxis in educational technology practice, and defined praxis as applying theoretical knowledge and critical reflection to professional life. Praxis for educators and administrators should include critically questioning assumptions about technology, and educational professionals should model such questioning of technology for their students (Strobel & 21 Tillberg-Webb, 2009). National educational technology standards for students address the importance of students thinking critically about technology, and analyzing and debating both the benefits and limitations of technology in society and the workplace (International Society for Technology in Education, 2007). Strobel and Tillberg-Webb (2009) argued that if educators are not willing to critically question their own deeply ingrained ideological beliefs about technology, and willing to assess both the positive and negative effects of technology, they are not prepared to take the lead in educating their students to do the same. By questioning their own assumptions, educators are better prepared to guide and empower students to think critically about technology and its role in society and the workplace (International Society for Technology in Education, 2007; Strobel & Tillberg-Webb, 2009). Educational technology leaders in turn should model for their fellow educators an awareness o f the ethical issues associated with technology integration (Consortium for School Networking, 2011). Associated with technological determinism is a tendency to view technology as outside o f ethical critique (Amiel & Reeves, 2008; Robinson & McKnight, 2007; Vermaas et al., 2011), with technology in control and overshadowing other human values including ethical considerations (Vermaas et al., 2011). To inform the study's examination of ethical considerations that may be involved in leaders' thinking about technology, the researcher consulted the Consortium for School Networking (CoSN) framework for K-12 educational technology leadership (Consortium for School Networking, 2011). The CoSN framework defined core skill areas for the profession, including skills pertaining to leadership, vision, and management, and it highlighted ethical considerations that are integral to responsible leadership (Consortium for School 22 Networking, 2011). Pertinent ethical issues related to technology in the CoSN framework include Internet safety for students, computer security, equitable access to technology, copyright compliance, personal privacy, and environmental protection and energy saving practices (Consortium for School Networking, 2011). The CoSN framework addresses
similarly highlighted the perspectives of technological determinism and social determinism, while also trace use determinism as an alternate perspective (see Literature Review). Strobel and Tillberg - Webb (2009) elucidated on the concept oxygen f praxis in educational technology practice, and defined praxis as lend oneself theoretical knowledge and critical reflection to professional animation. Praxis for educators and administrators should admit critically questioning assumptions about technology, and educational professionals should model such questioning of engineering for their students (Strobel & 21 Tillberg - Webb, 2009). National educational engineering standards for student cover the importance of students thinking critically about technology, and analyze and debating both the benefits and limitation of technology in club and the workplace (International Society for Technology in Education, 2007). Strobel and Tillberg - Webb (2009) argued that if educators are not willing to critically question their own deeply ingrain ideological beliefs about technology, and willing to assess both the positive and negative effects of technology, they are not prepared to take the lead in educating their students to do the same. By questioning their own assumptions, educator are well prepared to lead and endow scholar to think critically about technology and its function in society and the workplace (International Society for Technology in Education, 2007; Strobel & Tillberg - Webb, 2009). Educational technology leaders in turn should model for their fellow educator an awareness o f the ethical issues associated with technology integration (Consortium for School Networking, 2011). Associated with technological determinism is a tendency to view technology as outside o f ethical review (Amiel & Reeves, 2008; Robinson & McKnight, 2007; Vermaas et al. , 2011), with technology in control condition and overshadowing other human values including ethical considerations (Vermaas et al. , 2011). To inform the cogitation's examination of ethical considerations that may be involved in leaders' thinking about technology, the researcher consulted the Consortium for School Networking (CoSN) framework for K-12 educational engineering leadership (Consortium for School Networking, 2011). The CoSN framework defined core skill areas for the profession, including skill pertaining to leadership, sight, and management, and it highlighted ethical retainer that are integral to creditworthy leadership (Consortium for School 22 Networking, 2011). Pertinent ethical issues related to engineering in the CoSN framework include Internet safety for students, computer security, equitable access to technology, copyright compliance, personal privacy, and environmental protection and energy saving practice (Consortium for School Networking, 2011). The CoSN framework addresses
 sililarly highlighted the kerspectives of tgcynologmcal deferminiso and social determinism, whipe also describing uses deteroinism as an alteenatt perspective (see Literatmxe Reblew). Scribel and Tillbgrg-Webb (2009) eluwidated on the cuneept o f praxis in educational technjlogy ptaftice, and defiged kravis zs applying theoretical knowledge znd criuical reflection tp professional life. Praxis for educators and admlnistrators shotod include cfitically questioning zssumptions about technology, ana edueational prifwsslmnals shoulv modej such questlpning mf techmology for thelr stndenrs (Strobel & 21 Tillberg-Xebb, 2009). National educajional tecvnklogy standards fir studgnts dddrdws ghe ikpkrtancf oh students fhinking crutically about techmojigy, and analyaing agd debating both the benefits and limitatpons of technology in sociery and the workplace (Lnternatijnal Society for Technology in Education, 2007). Strobel and Viulbtrn-Rdvb (2009) argued that if educators are not willing to drotpcally question tmeir own deeply inbrwimgd ideological belieya zbout technology, ajd willyng ti assess foth the positive and negative wffects of tvchnilogy, they are not prepared tu tale thr lead in educating thenr stusents to do the same. Cy questioning tfeig owt assumpukons, educators arq better 'repaxed to gjide and eipower stufents to think criticallj aboot tecvnology anf its role in society and the workplace (Intermadiotal Socizty fov Technology in Education, 2007; Sttobel & Tijlbere-Webb, 2009). Edubational vechnology lqaders in turt should moden for thqir delliw educxgors an awarenrss o f tkt ethical ussues associated xith fechnology inteyxauiin (Consortium gor Scroll Nqdworking, 2011). Asvocixtea with technologigal detrrminism is a tendenwy tk view technology ss outside o f ethycal critique (Amiel & Reeves, 2008; Rohinsoi & McKiight, 2007; Vetmaas et al., 2011), with technology in control wnd overshadowigg obher human valbes including ethical considerations (Vernaas et al., 2011). To infirm the study's examnnstion of etiical sonsideradions that may be incolved in leaders' thinking about technklogy, dhe rfsearcher consulted the Consortium for School Networking (CoSN) framework fir K-12 evusational tedhnokogy necdexship (Cjnsoctmum for School Nenworking, 2011). The CoSN framework defmned core vknll areas for the profession, onzluding skillr pertaining to leadershjp, visiom, and management, and it highlignted ethical consideratipns that are jntegral tu responsible leadrrship (Consirtium dor Dchool 22 Netwofkimg, 2011). Pertinejt euhiccl issues related to technology ib the XoDN framework incnude Internct safejy for sjudents, computer aecudlty, eduitable accexs to technoloby, copyright compliatcq, personal priczcy, and envitonmenjcn protection and energy saving practices (Consortium for School Networking, 2011). The CoSN framewovk addresses
similarly highlighted the perspectives of technological determinism determinism, also describing determinism as an Strobel Tillberg-Webb (2009) elucidated the concept o praxis in educational technology practice, and praxis as applying theoretical knowledge and critical reflection to professional life. Praxis for and administrators should include critically questioning assumptions about technology, and educational professionals should such of for students (Strobel & 21 Tillberg-Webb, 2009). National educational technology standards for students address the importance of thinking critically about technology, and analyzing and debating the benefits and limitations technology in society and the (International for Technology Education, Strobel Tillberg-Webb (2009) argued if educators are not willing to critically question their own deeply ingrained ideological beliefs about technology, and to assess positive and effects technology, are not prepared the lead in educating their students same. By questioning their own assumptions, educators are prepared to and empower students to think critically technology and its role in society and the (International Society for Technology in Education, 2007; Strobel & Tillberg-Webb, 2009). Educational technology leaders in model for their fellow an awareness o the issues with integration (Consortium School Networking, 2011). Associated with technological determinism is a tendency to technology as outside o f ethical critique (Amiel & Reeves, & 2007; Vermaas et 2011), with technology in and other human values including (Vermaas al., the examination ethical considerations that may involved in leaders' thinking about the researcher consulted the framework for K-12 educational technology leadership (Consortium for Networking, 2011). The CoSN framework defined core areas for the profession, including skills pertaining to leadership, vision, and management, it highlighted that are integral to responsible leadership (Consortium for 22 Networking, 2011). Pertinent issues related to technology in the CoSN framework include safety students, computer equitable access to copyright compliance, personal and environmental protection saving practices for Networking, framework addresses
 similarly highlighted the peRspectives Of tecHnoLogIcAl deTermInism and social DEterMinism, while also describIng usEs DEterMInIsm as An alterNAtE PErsPeCtIve (SeE liTeratUre review). STrobel and TIllBeRg-Webb (2009) elucidATeD on the concEpt O f praxis in edUcaTional TeChnOLogy pRacTice, aNd defiNEd praxIs as applyInG TheoreTIcal knoWLEdGe anD critical reflectiON tO Professional liFe. PraxIs FOr EDUcaTorS and adminiStRatorS Should iNClUDE CriTIcally questioNing assumptIOns About tEcHnoLOgy, and EducaTiONal ProfessionaLs shOuld model Such quEStioninG Of technOlogy fOr tHeiR stuDEnTs (strObEL & 21 TiLLbErg-wEbb, 2009). national EdUcAtionAl teCHNOLogy StaNdarDs for Students addreSs tHe imPOrtAnce oF studEnts ThInkinG critiCally AbOut technology, anD anaLyzing and DebAtIng BoTh the BEnefitS anD liMitatioNs of tecHNolOgY IN SoCiety and the workplaCe (iNTeRnationaL SocieTY fOr tEchnologY iN EdUcatION, 2007). StroBel aND TIllberg-WEbb (2009) argUEd ThAt if eduCaTors arE nOt wIllIng to CRitiCally qUestion tHeir oWN deeply ingrainED ideological bELiEFS aBOut tEchNology, and wiLlinG To asSess BOtH thE PositIve anD nEGaTIve effects of technolOgY, they aRe not Prepared to takE the lead in EDUCating thEir sTUdENts to do the same. by queStioning thEIr own assUmptiOns, educaTors are beTTEr preparEd tO guIde And EMPoWer students to THInk cRiTically AboUt technOloGy aNd iTs rOlE in societY and the wOrKpLaCe (intErnatIOnal SociEtY foR TEchNologY In EducAtion, 2007; stroBeL & TILlbErg-Webb, 2009). eDuCATionAl TeChnoLogY lEaderS in tURn sHould moDel for theIr fELlow EdUcAtors an Awareness o f thE eThical issuEs AssOciateD WIth technOlogy integration (ConsortIUm for ScHooL NetwOrkiNg, 2011). AssociaTed With teChnOLogicaL deterMinisM iS a tENDency TO ViEw tEcHnology as oUTSidE o f etHiCal cRitique (amiel & Reeves, 2008; RobinsoN & mcKNight, 2007; Vermaas eT al., 2011), With TEChNolOGy IN coNtROl aND Overshadowing otHer human vaLuES iNcluding etHIcaL cOnsiderAtions (VErmaaS Et al., 2011). To iNform the sTudy's examInAtioN OF etHical consiDerationS that may bE InvolVEd In leaDerS' thinkInG abOut teChnoloGY, thE reseArcher CoNsulteD the COnSortium fOr School Networking (CoSN) fRamewoRk for k-12 edUcational TecHNolOgy leaderShip (consortium For schOol NeTwoRKing, 2011). THe Cosn fRamEWork dEfinED core skilL ArEas FOR tHe professioN, INCluDing sKilLS pertaIninG to leadership, visiON, and management, And iT HIghLigHTed eThIcal consideratIonS tHAT are inteGrAl to responsIble leadErSHip (CoNsortiUm for SChool 22 NeTWOrKIng, 2011). PerTineNt eThical issUes ReLAted to tEcHnOLogy in The COSn frameWork inCLude iNTernet safety for sTudenTS, CompuTEr sEcuriTy, EquitabLE accEss to technOlogy, copyriGht comPliaNce, peRsonal pRiVacy, anD enViRonmental pROtection aNd eneRgy saviNg PracTicEs (ConsOrtiUM For ScHool neTwoRking, 2011). The COsn fRAmEwORk aDdreSses
 similarly highlighted the  perspecti ves o f t ech no logi caldeterminism an d  soc ial determinism, while  also  d e scri b in g use s deter m in i s m a san  al te r na te pe rsp ective(see Liter atu re  Review). St r ob el and Til lbe rg-Webb (200 9)elucid at edo n the  co ncept  o f p r axis i n educati on a l tech n ology p r a ct ice,  and defined prax i sa s applying the oretic al kn o w led geand critic al  refl e ction t o  p r o f ess i onal life. Pr axis for ed u cat ors an dadm i nistra torssh o uld  include cr itic ally ques tionin g  assump t ions ab out te chn olo gy,a nd  e duc at i ona l  p rof e ssi onals sh ou ld  mode l su c h q uest ion ingof te chnology forthe ir s t ude nts ( Strob el &  2 1 Til lberg- Webb,  2 009). Nationaleduc ational t ech no log ystand a rds fo r s tud ents ad dress t h e i mp o r t an ce of students thi nk i n gcritical ly abo u tte c hnology,  a ndanal y z ing a nd d e ba ting bot h theb en ef its and  l imitat io nsoftechn o logy  in so ciety an d the workplace (Int e rnational Soc i et y fo r  Tec hno logy in Edu cati o n, 2 007) .  S tro b el an d Til lb e rg - Webb (2009) arguedth at ifeduca tors are notwilling to c r itically  que s ti o n their own de eplyingrainedi deologic al be liefs ab out techn o l ogy, and  wi lli ngtoa s se ss both the p o s itiv eand neg ati ve effe cts  of  te chn ol ogy, they  are not  p re pa re d t o tak e  the lea dined uca tingt heir s tuden ts t odo the  same.B yq u esti on in g th eir  o wn as sump t ion s, educ ators are  be t terpr ep ared to  guide and em po wer studen ts  to  think c riticall y about technology andi ts role  in  soci etyand the w ork place(In t ernati onal S ociet yfor T echno l o gy  in  E ducation,2 0 07;  Stro be l &Tillber g-Webb, 2009). Edu c ati onal technolo gylead e r sint ur n  sh ou l d m o d el for their fe llow educa to r san awarene s s o  f  the et hical i ssues associa ted withtechnolog yinte g r ati on (Consor tium for  School N e twork i ng , 201 1).  Assoc ia ted  with  techn o log icaldeterm in ism is  a te nd ency toview technology as outs ide of eth ica l critiqu e ( A mie l & Reeve s, 2 008; Robin son  &McKni ght ,  2007 ; Ve r ma ase t al. , 20 1 1), witht ec hno l o gy  in control a n d o versh ado w ing ot herhuman values incl u ding ethical c onsi d e rat ion s  (Ve rm aas et al., 20 11) .T o  informth e study's e xaminati on of et hicalconsid eration s th a t maybe i nvo lved in l ead er s ' think in ga bout t echn ol ogy, t he res e arch e r  consulted the C onsor t i um fo r  Sc hoolNe tworkin g  (Co SN) framew ork for K-1 2 educ atio nal t echnolo gy  leade rsh ip  (Consorti u m for Sch ool N etworki ng , 20 11) . TheCoSN f ramew orkde fin ed core s k i ll ar ea s  fo r th e pro fe ssio n, includ i ng skill s p e rtainin gtol e adersh i p, v ision, and  ma nagem e n t, and ith ighl i gh t ed et hicalconsid eration s  th at  are in teg r a l to resp onsible l e ade rs hip(Consort iu m fo rSch oo l 22 Networking , 2011).  Pertine n t  ethic ali ssue s  relat ed  to technolo gy in  t h e CoSNf r ame work in c lud e I nte rnet  sa fety for students, computer s ecur ity,e qui table  acce ss  to tech n olog y, copyr i ght complianc e, personal pri v acy ,  and  en v ir on mental pr ote c tionandene rgysav ingp r acti c es ( C on sort ium fo r Sc ho ol  Networki ng , 2011) .  The CoS N fr amewo rk  a d dr esses
 similarly_highlighted the_perspectives of technological determinism_and social_determinism,_while also_describing_uses determinism as_an alternate perspective_(see Literature Review). Strobel_and Tillberg-Webb (2009)_elucidated_on the concept o f praxis in educational technology practice, and defined praxis as_applying_theoretical knowledge_and_critical_reflection to professional life. Praxis_for educators and administrators should_include critically_questioning assumptions about technology, and educational professionals should_model_such questioning of_technology for their students (Strobel & 21 Tillberg-Webb, 2009)._National educational technology standards for students_address the importance_of_students_thinking critically about technology,_and analyzing and debating both the_benefits and limitations of technology in_society and the workplace (International Society for_Technology in Education, 2007). Strobel and_Tillberg-Webb (2009) argued that if_educators are_not willing to critically question_their own deeply_ingrained ideological_beliefs about technology,_and willing to assess both the_positive and negative_effects of technology, they are not_prepared_to take the_lead_in_educating their_students to do_the_same. By_questioning_their own assumptions, educators are better_prepared_to guide and empower students to think_critically about technology and_its_role in society and_the workplace (International Society for_Technology in Education, 2007; Strobel &_Tillberg-Webb, 2009)._Educational technology_leaders in turn should model for their fellow educators an awareness_o f the ethical issues associated_with technology integration (Consortium_for School_Networking,_2011). Associated with_technological_determinism is_a tendency to view technology as outside_o f_ethical critique (Amiel & Reeves, 2008;_Robinson & McKnight, 2007;_Vermaas_et al., 2011), with technology in_control and overshadowing other human values_including ethical considerations (Vermaas et_al.,_2011)._To inform the study's examination_of ethical considerations that may be_involved in leaders'_thinking about technology, the researcher consulted the_Consortium_for School Networking (CoSN) framework for_K-12_educational technology leadership (Consortium for School_Networking,_2011)._The CoSN framework defined core_skill areas for the profession, including_skills pertaining to leadership, vision, and management, and it_highlighted ethical considerations_that are integral to responsible_leadership_(Consortium_for School 22 Networking, 2011). Pertinent ethical issues related to_technology in_the CoSN framework_include Internet safety for students, computer security, equitable access to_technology, copyright compliance, personal privacy, and environmental_protection and energy saving practices (Consortium for School Networking, 2011). The_CoSN framework addresses