 walking out into the world, and others are still young, we have to consider that what we're doing with technology will be vitally important _________ for them whenever they graduate."_____________ Educational goals and curriculum should drive technology. In the section above for Research Question 1, it was reported that the findings show the philosophy of 206 technology perspective Technology is a tool was a prevalent philosophy of technology. Concerning Research Question 2, and how this particular philosophical view influences the decisions that technology leaders make about educational technology, the category Educational goals and curriculum should drive technology emerged as a widespread approach to technology decision making linked with the philosophy Technology is a tool. Educational goals and curriculum should drive technology involved 235 coding instances from 56 documents and 30 out of 31 participants. Early in the process of data analysis, the researcher at first treated Educational goals and curriculum should drive technology as a property o f Technology is a tool. During data analysis, 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 useful during data analysis to link philosophical thinking about technology, with how leaders responded in terms of decision making about educational technology. Using the Corbin and Strauss coding paradigm, Technology is a tool merged as a macro level context, a broad philosophical perspective from which technology leaders often think and respond (Corbin & Strauss, 2008). In the case o f Educational goals and curriculum should drive technology, this concept emerged as an approach to technology decision making linked with the philosophy Technology is a tool. The results showed these two categories are closely linked. For example, in the case of TD12, this technology director expressed at the beginning of the interview the philosophy that technology is a tool: We just had a discussion the other day about our iPad initiative that we recently launched in high schools. The initiative shouldn't be about the device or the thing, rather it's about using that as a tool, as a resource for instruction. 207 TD12 also explained that educational goals and curriculum should drive technology, by stating: The driving force for technology should be the educational needs o f the school or division. Technology should be another resource to accomplish the goals for student achievement. Otherwise, technology is being implemented and then everyone has to figure out how to make it work to support division and school needs. The results showed there were several dimensions for the property Educational goals and curriculum should drive technology that are of consequence for technology decision making. The most frequent property, with 114 coding instances
walking out into the world, and others are still young, we get to think that what we're doing with technology will be vitally important _ _ _ _ _ _ _ _ _ for them whenever they calibrate. " _ _ _ _ _ _ _ _ _ _ _ _ _ Educational goals and curriculum should drive engineering. In the department above for Research Question 1, it was reported that the findings show the philosophy of 206 engineering perspective Technology is a tool was a prevalent philosophy of engineering. Concerning Research Question 2, and how this particular philosophic view charm the decision that technology leaders make about educational engineering, the category Educational goals and curriculum should force technology emerge as a widespread approach to technology decision making connect with the philosophy Technology is a tool. Educational goals and curriculum should drive technology involved 235 coding instances from 56 documents and 30 out of 31 participants. Early in the process of data analysis, the researcher at first treat Educational goals and curriculum should tug technology as a property o f Technology is a tool. During datum analysis, 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 consequence. The coding paradigm was useful during data psychoanalysis to link philosophic thinking about technology, with how leaders responded in terms of decision making about educational engineering. Using the Corbin and Strauss coding paradigm, Technology is a tool merged as a macro level context, a broad philosophical perspective from which engineering leaders often think and respond (Corbin & Strauss, 2008). In the case oxygen f Educational goals and curriculum should drive technology, this concept come forth as an approach to engineering decision making linked with the doctrine Technology is a tool. The results showed these two categories are closely linked. For example, in the case of TD12, this technology director expressed at the beginning of the interview the doctrine that technology is a tool: We merely had a discussion the other day about our iPad initiative that we recently launched in high schools. The first step shouldn't be about the device or the thing, rather it's about using that as a tool, as a resource for instruction. 207 TD12 also explain that educational goal and course of study should tug technology, by stating: The driving force for engineering should be the educational needs o f the school or division. Technology should be another resource to accomplish the goals for student achievement. Otherwise, technology is being implement and then everyone has to figure out how to make it work to support division and school need. The results showed there were several dimensions for the property Educational goal and curriculum should drive technology that are of consequence for technology decision making. The most frequent property, with 114 coding instances
 wapking out into the world, and others are still boung, ws have tu consider that what we're domng qith uvchnology will be vitxlly impogtant _________ foe thtm whenever they jdaduate."_____________ Educaflonal joals and currigulum shoulg drive technonoey. In the section above for Research Zuestiom 1, it was reportgd thse ths findings show the philosophy of 206 technonogy perspectove Technology is a tool wws a prevalent philosoohy of techbolodt. Concerning Research Question 2, ans how this particular philosophkcal riew influebcws hve decisionw than technology leaders kake abput educationak txchnilogy, the category Edncational goals and surriculuk ahould drive techbooogy gmergad ar a didtspceas apprlaci to technomogy decisiin making linked wiuh eye philosophy Technjljgy is a tool. Educational goals and curgicumum should drive technooogy involved 235 coding instancef from 56 documents and 30 out of 31 participants. Early in tie priccss ud fata analysis, the researcher at first treated Sdicstional goals cnd curriculum snoklc drive technouogy as a property o f Techjology ys a rool. Durigg dsta analysis, the researcher used the Cogbin and Strauss codiny paradigm tu anslyze data for context, or thz circhmstances tl which pzfticipants respovd, sng then identify important sausal coiditipns and conxequenses. The cofing idradigm was useful duriug dada analysid to link philosophical thinkinj about technplmgy, with hoc leadcrs responded ig terms of decnsion mahing xbout educztional technology. Using the Coshin and Stranss codind paeaditm, Techvulogy is a took merged cf a nacro level contexb, a btozd philosophicao ptrwpective from ehizh eebhnpljcy leaders oxten thkmk ana respond (Cifbin & Strauss, 2008). In the cave o f Educational goaks and curticulum srould drive trchnology, this confept xmergev as am akproach to technology decision jaking lijkeq with the prilowophy Technokogy is a tool. The results showed these two categories ate closely linked. For txample, in thx case of TD12, thhs technology directir expressed at tme beginning of the infervief the philosophy that technology is a tool: We just had a discussion the other eay about our iPad iniyiatine chac we resentpb launched in hign schools. The initiative shouldi't be aboud che device or the thing, rathet kt's about usivg that as a tool, as a rssource gor instruction. 207 TD12 also explaimed that educational goaks and cyrrichlum shoulv drive technology, bu statnng: Thw drivibg flrce for techvolpgn should bf tht edbcational needs o f the school or divisuoj. Technology shonld be anothcr resoorce to wccomplish the gkals vor sjudent achievekent. Otherwise, technology is being iiplemented and nhen everyone has ji figure out hpw to make ht work to support division and school needs. The reaults shosed therc were several dikxnsions for the property Equcationxl goals and curriculum should drive technology that arx of cunsvquencs for technolmgy decision makinn. Bhe most fgequenr property, qith 114 codinf instamcqs
walking out into the world, and others young, have to that what we're vitally _________ for them they graduate."_____________ Educational and curriculum should drive technology. In section above for Research Question 1, it was reported that the findings show philosophy of 206 technology perspective Technology is a tool was a prevalent philosophy technology. Research 2, how this particular philosophical view influences the decisions that technology leaders make about educational technology, the Educational goals and curriculum should drive technology emerged a widespread approach to decision making linked with the Technology a tool. goals curriculum drive technology involved coding instances from 56 documents and 30 out of 31 participants. Early in the process of data the researcher treated Educational and should technology as a f Technology is a tool. During researcher used the Corbin and Strauss coding paradigm analyze data context, or the circumstances to which respond, and then identify important causal conditions and The coding paradigm was useful during data analysis to link philosophical thinking about technology, with responded in terms of making about educational Using Corbin Strauss paradigm, Technology a tool merged as a macro level context, a broad philosophical from which technology leaders often think and respond (Corbin & In case o f goals and curriculum should technology, concept emerged as an technology making philosophy is tool. The results showed two categories are closely linked. example, in the case expressed at the beginning of the interview the that technology is a tool: We just a discussion the other day about our iPad initiative that we recently in high initiative shouldn't be about the device or the rather it's about using as a tool, as a resource for instruction. 207 also that educational and curriculum should technology, by stating: driving force for be the needs f division. Technology should be another resource accomplish goals for student achievement. Otherwise, is and then everyone has to figure out how to make it work to support division needs. The results showed were dimensions for the property Educational goals and curriculum should drive technology that consequence for technology frequent with 114 instances
 walking out into the world, and Others are sTill yOunG, we HaVe to ConsIder that what we'RE doiNg with technology will be VitalLy IMporTAnT _________ for tHem whenEVeR THey GrAdUatE."_____________ EDUcAtionAl gOals and Curriculum ShoUlD drive technoLOgY. In the sectIon Above for ReseArcH QuestIoN 1, it WAs repOrtEd thaT the fiNDings sHow the phiLoSOphy of 206 TEchnoloGY PeRspeCtive Technology is A ToOL was a prevalent PhilosOpHY oF TEchNolOgy. ConcernInG ReseARch QuesTIoN 2, AND hoW This particulaR philosophiCAl vIew infLuEncES the deCisioNs THat Technology lEadeRs make aboUt educATional tEChnologY, the caTegOry educATiOnAl gOaLS anD CuRriCUluM should dRiVe TechnOlogY EMERged As a WideSpreaD approach to teChnOlogY DecIsion MakinG linKeD with The phiLosopHy technology is a toOl. EdUcational GoaLs And CuRricuLUm shouLd dRivE technoLogy invOLveD 235 cODINg Instances from 56 documEnTS AnD 30 out of 31 paRticipANtS. EARly in the PrOceSs of DATa anaLysiS, ThE researcHer at fIRsT tReated EDuCationAl GoaLs aNd curRIculUm shouLd drive tEchnoLOgy as a property O F Technology is A ToOL. duRIng dAta Analysis, 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 UseFUL dUring data analYSIs to LiNk philoSopHical thInkIng AboUt tEcHnology, wiTh how leaDeRs ReSpOndEd in tERms of decIsIon MaKinG abouT EducatIonal TechNoLoGY. UsIng the CORbIN And STrAuSs coDinG pAradiGm, TeCHnoLogy is a Tool mergeD as A MacrO lEvEl conteXt, a broad philoSoPhical persPeCtiVe from WHIch technOlogy leaders often think aND responD (CoRbin & STrauSs, 2008). In the caSe o F EducaTioNAl goalS and cuRricuLuM shOULd driVE TeChnOlOgy, this conCEPt eMergeD aS an aPproach To technology decisiON maKing linked witH thE phiLOSoPhy tEcHNolOgY Is a TOOl. The results shoWed these twO cATeGories are cLOseLy Linked. FOr exampLe, in tHE case of tD12, this tecHnology diReCtor EXPreSsed at the bEginning Of the inteRView tHE pHilosOphY that tEcHnoLogy iS a tool: wE juSt had A discuSsIon the Other DaY about ouR iPad initiative that we reCently LauncHed In high schOolS. the InitiativE shoUldn't be aboUt tHe dEvice Or tHE thinG, ratHEr It's ABout uSing THat as a tooL, As A reSOUrCe for instruCTIOn. 207 Td12 also ExpLAined tHat eDucational goals anD Curriculum shouLd drIVE teChnOLogy, By Stating: The drivIng FoRCE for techNoLogy should bE the educAtIOnal nEeds o f The schOol or diVISiON. TechnOlogY shOuld be anoTheR rESource tO aCcOMplish The gOaLs for sTudent AChieVEMent. Otherwise, tecHnoloGY Is beiNG imPlemeNtEd and thEN eveRyone has to Figure out hoW to makE it wOrk to Support DiVision And ScHool needs. THE results sHowed There weRe SeveRal DimensIons FOR the pRopeRtY EdUcational GOAlS AnD cURriCuluM shouLd DrivE technoloGY that are Of cONsequenCe For TEChnoloGY dECIsion makinG. ThE most FREquent propERty, wITh 114 COding InstanCes
 walking out into the worl d, and oth ers a resti ll  you ng,we have to con s ider  that what we're doing  with  t e chno l og y wil l be vi t al l y  im po rt ant  _ _ __ _____  fo r themwhenever t hey  g raduate."___ _ __ _______ Ed uca tional goals  an d curr ic ulu m  shou lddrive  techn o logy.In the se ct i on abo v e for R e s ea rchQuestion 1, it wa s  r e ported that th e find in g ss h owthe  philosoph yof 20 6  techno l og y p ers p ective Techno logy is a t o olwas apr eva l ent ph iloso ph y  of  technology . Co ncerningResear c h Quest i on 2, a nd how  th ispart i cu la r p hi l oso p hi cal vie w influe nc es  thedeci s i o n s th attech nolog y leaders mak e a bout edu catio nal t echn ol ogy,the ca tegor yEducational goa ls a nd curric ulu msho ul d dri v e tech nol ogy  emerge d as aw ide sp r e a dapproach to techno lo g y  d ecisionmaking li nk e d with t he  ph ilos o p hy Te chno l og y is a t ool. E d uc at ional g oa ls and  c urr icu lum s h ould  drive  technol ogy i n volved 235 cod i ng instancesf ro m 56 docu men ts and 30 o ut o f  31part i ci pan t s. Ea rly i nt he process of data ana ly sis, t he re searcher at f irst treat e d Educatio nalg oa l s and curricul um sh ould drive technolo gy as  a prope rty o f T e c hnologyisa t ool . D u r in g data analys i s , th eresearc her  used t heCor bin  an dStrauss c oding pa ra di gm  t o a nalyz e  data fo rcon te xt,  or t h e circ umsta nces  t ow hic h parti c ip a n ts r es po nd,and  t hen i dent i fyimporta nt causal  co n diti on sand con sequences. Th ecoding par ad igm  was u s e ful duri ng data analysis to lin k  philos oph icalthin king abou t t echnol ogy ,  withhow le aders  r esp o n ded i n te rms  o f decision m aki ng ab ou t ed ucation al technology. Usi n g t he Corbin and  St raus s co din g  p a rad ig m , T e c hnology is a to ol mergedas amacro leve l  co nt ext, abroad p hilos o phicalperspecti ve from w hi ch t e c hno logy leade rs often  think an d  resp o nd  (Cor bin  & Str au ss,  2008 ). Int hecaseo f Ed uc ationa l goa ls  and cur riculum should drive te chnolo gy, t his  concepteme r ged  as an ap proa ch to tech nol ogy  deci sio n  maki ng l i nk edw ith t he p h ilosophyT ec hno l o gy  is a tool. T h e r esult s s h owed t hese  two categories a r e closely link ed.F o r e xam p le,in  the case of T D12 ,t h is techn ol ogy directo r expres se d  at t he beg inning  of the i nt e rviewthephi losophy t hat  t e chnolog yis a tool : We  j ust ha d a di s cuss i o n the other dayabout o ur iP a d i nitia ti ve that we r ecently la unched in h igh sc hool s. Th e initi at ive sh oul dn 't be abou t  the devi ce or  the th in g, r ath er it' s ab o u t usi ng t ha t a s a tool, a sa  r es o urc e fo r ins tr ucti on. 207 T D 12 alsoexp l ained t ha t e d u cation a lg o als and cu rri culum s hould driv e  tec h no l ogy,by sta ting:The dri v ing  f orce fo r t e c hnology s hould bet heed ucat ional ne ed s ofthe  s chool or divisi on. Tech nology s h o uld be  an o ther resour ce  to accompli sh th eg oals fo r stu dent ac h iev eme nt.  Oth erw ise, technology is being impl emen ted a n d t hen e veryo ne  has tof igur e out ho w  to make it w ork to supportd ivi s ionand sc ho ol needs.  Th e  resu ltssho wedthe re w e r e se v eral di mens ions f or t he  p roperty E du cationa l  goa l s a nd c urric ul um sh ould dr ive tech nolog ythat areo f conse quen ce  for technolo gy decisionma king . Them ost  fr e q uent propert y, with 11 4 c oding inst an ces 
 walking_out into_the world, and others_are still_young,_we have_to_consider that what_we're doing with_technology will be vitally_important _________ for_them_whenever they graduate."_____________ Educational goals and curriculum should drive technology. In the section above_for_Research Question_1,_it_was reported that the findings_show the philosophy of 206_technology perspective_Technology is a tool was a prevalent philosophy_of_technology. Concerning Research_Question 2, and how this particular philosophical view influences_the decisions that technology leaders make_about educational technology,_the_category_Educational goals and curriculum_should drive technology emerged as a_widespread approach to technology decision making_linked with the philosophy Technology is a_tool. Educational goals and curriculum should_drive technology involved 235 coding_instances from_56 documents and 30 out_of 31 participants._Early in_the process of_data analysis, the researcher at first_treated Educational goals_and curriculum should drive technology as_a_property o f_Technology_is_a tool._During data analysis,_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 useful during data analysis to_link philosophical_thinking about_technology, with how leaders responded in terms of decision making about_educational technology. Using the Corbin and_Strauss coding paradigm, Technology_is a_tool_merged as a_macro_level context,_a broad philosophical perspective from which technology_leaders often_think and respond (Corbin & Strauss,_2008). In the case_o_f Educational goals and curriculum should_drive technology, this concept emerged as_an approach to technology decision_making_linked_with the philosophy Technology is_a tool. The results showed these_two categories are_closely linked. For example, in the case_of_TD12, this technology director expressed at_the_beginning of the interview the philosophy_that_technology_is a tool: We just_had a discussion the other day_about our iPad initiative that we recently launched in_high schools. The_initiative shouldn't be about the_device_or_the thing, rather it's about using that as a tool,_as a_resource for instruction._207 TD12 also explained that educational goals and curriculum should_drive technology, by stating: The driving force_for technology should be the educational needs o f the school_or division. Technology should be another resource to_accomplish the goals for student achievement. Otherwise,_technology is being implemented_and_then everyone has to figure out how_to_make_it_work to support_division and school_needs. The results_showed there_were several dimensions_for the_property Educational goals_and_curriculum should drive technology that are of consequence for technology decision making. The most frequent property, with 114_coding instances