 (Corbin & Strauss, 2008). While the study did not employ classic grounded theory methods, Corbin and Strauss qualitative data analysis methods include grounded theory techniques such as theoretical sampling, constant comparative analysis, and theoretical saturation of categories to generate a theory (Corbin & Strauss, 2008). Participants involved educational technology leaders, including K-12 technology directors and instructional technology specialists from Virginia school districts. Using purposive sampling and theoretical sampling, the researcher recruited subjects by contacting technology leaders through email or by telephone. Data collection methods focused on interviews following a semi-structured protocol, and a written questionnaire with open-ended questions. Data analysis utilized the Corbin and Strauss coding paradigm that employs open and axial coding to move from description to conceptualization, to draw out the complex relationships that can exist between concepts (Corbin & Strauss, 2008). The goal o f the data analysis was theoretical saturation when additional data collection yields little new 126 information (Hood, 2007), and concepts are well developed so that no new properties or dimensions emerge (Corbin & Strauss, 2008; Glaser, 2007a). In considering how to proceed to study the research problem, a quantitative approach was first considered, because the researcher was impressed with the RossBarger Philosophic Inventory, a validated quantitative instrument that Barger (2008) used for examining philosophic worldviews among computer professionals. However, no validated instrument could be found suitable for measuring ontological or axiological assumptions about technology. Within her discussion of qualitative research in the context of leadership, Ospina (2004) wrote that a key reason to use qualitative research is to explore a phenomenon that has not been previously investigated, and which may be examined subsequently through quantitative research. Qualitative analysis can help to clarify assumptions of participants and researchers (Corbin & Strauss, 2008). The researcher had initially planned to pursue a phenomenological study. It was reasoned that phenomenology, through its rigorous approach to describing phenomenon (Finlay, 2009; Husserl, 1965a) and principle o f bracketing (Husserl, 1965b), would be conducive for discovering rich descriptive themes pertaining to philosophy of technology assumptions. Bracketing in the phenomenological tradition involves setting aside, without abandoning, one's own prior assumptions, practical interests, and bias (Beyer, 2011; Husserl, 1965b; Starks & Trinidad, 2007; Willig, 2008). However, a research design more conducive to generating theory was desirable, and it became apparent that research from the grounded theory tradition
(Corbin & Strauss, 2008). While the study did not employ classic grounded hypothesis method, Corbin and Strauss qualitative data analysis method admit grounded theory techniques such as theoretical sample distribution, ceaseless comparative psychoanalysis, and theoretical impregnation of categories to generate a hypothesis (Corbin & Strauss, 2008). Participants involved educational engineering leaders, including K-12 technology directors and instructional technology specialists from Virginia school districts. use purposive sampling and theoretical sampling, the research worker recruited subjects by reach technology leadership through email or by telephone. Data collection methods focused on interview following a semi - structured protocol, and a written questionnaire with open - ended questions. Data analysis utilized the Corbin and Strauss coding paradigm that employs open and axial coding to move from description to conceptualization, to draw out the complex relationship that can exist between concepts (Corbin & Strauss, 2008). The goal oxygen f the datum analysis was theoretical saturation when additional data solicitation yields short new 126 information (Hood, 2007), and concept are well developed so that no new properties or dimensions emerge (Corbin & Strauss, 2008; Glaser, 2007a). In considering how to proceed to study the research problem, a quantitative approach was first considered, because the research worker was impressed with the RossBarger Philosophic Inventory, a validated quantitative legal document that Barger (2008) used for examining philosophic worldviews among computer professionals. However, no validate instrument could be found suitable for measure ontological or axiological assumptions about technology. Within her discussion of qualitative research in the context of leadership, Ospina (2004) wrote that a cardinal reason to use qualitative research is to explore a phenomenon that has not been previously investigated, and which may be analyze subsequently through quantitative research. Qualitative psychoanalysis can help to clarify assumptions of participants and researchers (Corbin & Strauss, 2008). The research worker had initially planned to pursue a phenomenological study. It was reason that phenomenology, through its rigorous access to describing phenomenon (Finlay, 2009; Husserl, 1965a) and rationale o f bracketing (Husserl, 1965b), would be conducive for discovering rich descriptive themes pertain to doctrine of technology assumptions. bracket in the phenomenological tradition involves setting aside, without abandoning, one's own prior assumptions, virtual interests, and bias (Beyer, 2011; Husserl, 1965b; Starks & Trinidad, 2007; Willig, 2008). However, a research design more conducive to generating theory was desirable, and it became apparent that inquiry from the grounded theory custom
 (Cogbin & Strauss, 2008). While the study did not gmploy cnassic groundea theory methods, Corbin and Dteauss qualitative data analhsis methlds inclyde jrounded theory vschniqucf sudm as chxoretical sampllng, constand comparative dnxlvsis, and theoretical saturation of cwtegorirs to generate a thepwy (Ckgbln & Strauss, 2008). Participants involvsd educetional technolpgy leaders, including K-12 tefhnopogy directors and instructiobal ewchnology spdcialists from Virginiz school districts. Using purposkve scmpling and tyeoggtical samplmng, thv researcher vvcruiteg subjevts by contactlng txchnilogy leaders through email or by teleprone. Data ckllection methods ficuseg on intdevidws fplmowing a aemi-structhred protocil, and a written qutstyinnaire with kpen-enqeq questions. Data analysis utilized the Borbjn and Strauss coding pqradigm that employs lpen and wxial coding to move from description to conceptudlizaviun, uo draw iuh the complex relationships that can exist beesetn boncepts (Corbin & Ftrauss, 2008). Thr hosj o f the datx analvaia was theoretical daturatyon wyen addityonak data collection yields lirtle new 126 inyornation (Hood, 2007), and clncepts are welk devrloped so that no new pxopertjes or dimejsions emsfge (Corbin & Strajss, 2008; Claser, 2007a). In considering hor to procxed tp study the reseawch problel, a qmdntitative approacj was fhrst consifered, because the researcher was impressed wijh dhe RossBaryer Phllosophic Inveneory, a validatgd quanticative instrumenn that Bacger (2008) used fjr examining [jilosophic wmrldviewf aming xomputef professionals. However, uj vaoidated instrument cools be found suitcylt dor measuring pntulodibal ow axiological assjmpgoons xbout ttehniuogy. Within her discussimn or qualitative resesrgh in the context of leadershil, Ospina (2004) wrote thwt a ney reaspn jo use qualitative research is fo explorf a phenomenon ehat has not beeu previously investigated, and which may ue examined subsequentlt through quantitatnvt research. Quelitatyve analyvis can help to clarufy assumptions on participants and ressarchess (Cogbin & Strauss, 2008). The researcher had initially planned to pursue a phenomenooogical study. It wzs rrasonvd chac phenoienopugy, through its gigorous approach to describing 'henomenon (Fnnlay, 2009; Husserl, 1965a) and principlr u f bracketine (Husserl, 1965b), would be consucive fpr discovering rich descriptive themes pertaining to phllosophy if tedhnology arsumptions. Bracketong in the phenomebolonical traditiov imvllves sething aaide, without abandoning, one's own prior adsumptions, practmcal interesbs, and gias (Bgyer, 2011; Husserl, 1965b; Sfarka & Trividad, 2007; Willig, 2008). However, a rexearch design more cmnqucive to geneezting theory was devirable, and mt became ap[arent that research from the grounded theory tradijion
(Corbin & Strauss, 2008). While the study employ grounded theory Corbin and Strauss grounded techniques such as sampling, constant comparative and theoretical saturation of categories to a theory (Corbin & Strauss, 2008). Participants involved educational technology leaders, including K-12 directors and instructional technology specialists from Virginia school districts. Using purposive sampling and sampling, researcher subjects contacting technology leaders through email or by telephone. Data collection methods focused on interviews following a protocol, and a written questionnaire with open-ended questions. analysis utilized the Corbin Strauss coding paradigm that employs and coding to from to to draw out complex relationships that can exist between concepts (Corbin & Strauss, 2008). The goal o f the data was theoretical additional data yields new information (Hood, 2007), are well developed so that no dimensions emerge (Corbin & Strauss, 2008; Glaser, 2007a). considering how proceed to study the research problem, quantitative approach was first considered, because the researcher impressed with the RossBarger Philosophic Inventory, a validated quantitative instrument that Barger (2008) used for worldviews among computer professionals. no validated instrument be suitable measuring or axiological about technology. Within her discussion of qualitative research in the context leadership, Ospina (2004) wrote that a key reason to use is explore a phenomenon has not been previously and may be examined subsequently research. analysis clarify of and researchers (Corbin & 2008). The researcher had initially to pursue a phenomenological phenomenology, through its rigorous approach to describing phenomenon 2009; Husserl, 1965a) and principle o f (Husserl, 1965b), would be conducive for discovering rich descriptive themes pertaining to of technology in the phenomenological tradition involves setting aside, without one's own prior assumptions, interests, and bias (Beyer, 2011; Husserl, 1965b; Starks & 2007; 2008). However, research design more to generating theory desirable, and it that research the theory
 (Corbin & Strauss, 2008). While the studY did not empLoy clAssIc gRoUndeD theOry methods, CorbIN and strauss qualitative data AnalySiS MethODs IncluDe grounDEd THEorY tEcHniQuES sUch as TheOreticaL sampling, cOnsTaNt comparativE AnAlysis, and tHeoRetical saturAtiOn of caTeGorIEs to gEneRate a Theory (cOrbin & STrauss, 2008). ParTiCIpants INvolved EDUcAtioNal technology leadERs, INcluding K-12 technOlogy dIrECtORS anD inStructionaL tEchnoLOgy specIAlISTS frOM Virginia schoOl districts. uSinG purpoSiVe sAMpling And thEoREtiCal sampling, The rEsearcher RecruiTEd subjeCTs by conTactinG teChnOlogY LeAdErs ThROugH EmAil OR by TelephonE. DAtA collEctiON METhodS foCuseD on inTerviews folloWinG a seMI-stRuctuRed prOtocOl, And a wRitten QuestIoNnaire with open-eNded Questions. datA aNalYsIs utiLIzed thE CoRbiN and StrAuss codINg pArADIGm That employs open and AxIAL cOding to mOve froM DeScRIption to CoNcePtuaLIZatioN, to dRAw Out the coMplex rELaTiOnships ThAt can eXiSt bEtwEen coNCeptS (CorbiN & Strauss, 2008). the goAL o f the data analYSis was theoretICaL SAtURatiOn wHen additionAl daTA colLectIOn YieLDs litTle neW 126 iNFoRMation (Hood, 2007), and concepTs Are welL deveLoped so that no New propertIES Or dimensIons EMeRGe (Corbin & StrausS, 2008; GlasEr, 2007a). In consiDEring how To proCeed to stUdy the resEARch problEm, a QuaNtiTatIVE aPproach was firST ConsIdEred, becAusE the resEarCheR waS imPrEssed with The RossBArGeR PHiLosOphic iNventory, A vAliDaTed QuantITative InstrUmenT tHaT barGer (2008) used FOr EXAminInG pHiloSopHiC worlDvieWS amOng compUter profeSsiONals. hoWeVer, no vaLidated instruMeNt could be fOuNd sUitablE FOr measurIng ontological or axiologICal assuMptIons aBout TechnologY. WiThin heR diSCussioN of quaLitatIvE reSEArch iN THe ConTeXt of leaderSHIp, OSpina (2004) WrOte tHat a key Reason to use qualitaTIve Research is to eXplOre a PHEnOmeNOn THat HaS Not BEEn previously invEstigated, aNd WHiCh may be exaMIneD sUbsequeNtly thrOugh qUAntitatIve researCh. QualitaTiVe anALYsiS can help to Clarify aSsumptionS Of parTIcIpantS anD reseaRcHerS (CorbIn & StraUSs, 2008). THe resEarcheR hAd initIally PlAnned to pUrsue a phenomenological sTudy. It Was reAsoNed that phEnoMEnoLogy, throuGh itS rigorous aPprOacH to deScrIBing pHenoMEnOn (FINlay, 2009; HUsseRL, 1965a) and prinCIpLe o F BRaCketing (HussERL, 1965B), woUld be ConDUcive fOr diScovering rich descRIptive themes peRtaiNINg tO phILosoPhY of technology aSsuMpTIOns. BrackEtIng in the pheNomenoloGiCAl traDition InvolvEs settiNG AsIDe, withOut aBanDoning, one'S owN pRIor assuMpTiONs, pracTicaL iNteresTs, and bIAs (BeYER, 2011; Husserl, 1965b; Starks & TRinidAD, 2007; williG, 2008). howEver, a ReSearch dESign More conducIve to generaTing thEory Was deSirable, AnD it becAme ApParent that REsearch frOm the GroundeD tHeorY trAditioN
 (Corbin & Strauss, 2008).  While the  stud y d idno t em ploy  classic groun d ed t heory methods, Corbinand S tr a ussq ua litat ive dat a  a n a lys is  m eth od s  i nclud e g rounded  theory te chn iq ues such ast he oretical s amp ling, consta ntcompar at ive analy sis , and  theor e ticalsaturatio no f cate g ories t o ge nera te a theory (Corb i n&  Strauss, 2008 ). Par ti c ip a n tsinv olved educ at ional technol o gy l e ade r s, includingK-12 techno l ogy  direc to rsa nd ins truct io n altechnologyspec ialists f rom Vi r ginia s c hool di strict s.Usi ng p u rp os ive  s a mpl i ng  an d  th eoretica lsa mplin g, t h e r esea rch er r ecrui ted subjectsbycont a cti ng te chnol ogyle aders  throu gh em ai l or by telepho ne.Data coll ect io n m et hodsf ocused  on  in terview s follo w ing  a s e mi -structured protoc ol , an d a writ ten qu e st io n naire wi th  op en-e n d ed qu esti o ns . Data a nalysi s  u ti lized t he  Corbi nand  St rauss codi ng par adigm th at em p loys open anda xial coding t o  m o v ef romdes cription to  con c eptu aliz a ti on, to dr aw ou tt he complex relationshi ps  thatcan e xist betweenconcepts ( C o r bin & St raus s ,2 008). The goal  o fthe data a n alysis w as th eoretica l saturat i o n when a ddi tio nal  da t a  c ollection yie l d s li tt le new126  inform ati on(Ho od,  2 007), and  concept sar ewe lldevel o ped so t ha t n onew  prop e rtiesor di mens io ns eme rge (Co r bi n & St ra us s, 2 008 ;Glase r, 2 0 07a ). In c onsiderin g h o w to  p ro ceed to  study the re se arch probl em , a  quant i t ative ap proach was first consid e red, be cau se th e re searcherwas  impre sse d  withthe Ro ssBar ge r P h i losop h i cInv en tory, a va l i dat ed qu an tita tive in strument that Barg e r ( 2008) used fo r e xami n i ng  ph i lo s oph ic wor l d views among com puter prof es s io nals. Howe v er,  n o valid ated in strum e nt coul d be foun d suitabl eform e asu ring ontol ogical o r axiolog i cal a s su mptio nsaboutte chn ology . With i n h er di scussi on  of qu alita ti ve resea rch in the context of l eaders hip,Osp ina (2004 ) w r ote  that a k ey r eason to u sequa litat ive resea rchi stoe xplor e ap henomenon th ath a snot been pr e v i ous ly in ves t igated , an d which may be ex a mined subseque ntly t hro ugh quan ti tative researc h.Qu a l itativean alysis canhelp tocl a rifyassump tionsof part i c ip a nts an d re sea rchers (C orb in & Strau ss ,2 008).There search er had init i a lly planned to p ursue a  phen o men ologi ca l study .  Itwas reason ed that phe nomeno logy , thr ough it srigoro usap proach tod escribing  phen omenon(F inla y,2009;Huss e r l, 19 65a)  a ndprinciple o  f br ac k eti ng ( Husse rl , 19 65b), wou l d be con duc i ve fordi sco v e ring r i ch d escriptive  th emesp e rtaining t o  phi l os o phy o f tech nology  assump t ion s.  Bracke tin g in the ph enomenolo g ica ltrad ition in vo lves  s ett in g aside, withou t abando ning, on e ' s ownpri o r as s umptio ns , practicalinter es t s, andb i as(Beyer, 201 1;Hus serl , 1 965b ;  Starks & Trinidad, 2007 ; Wi llig, 200 8). H oweve r,  a resea r ch d esign mo r e conducive t o generating th e ory wasdes i ra bl e, and it  be c ame a ppar ent  tha t r esea r c h fr o m th e  g roun ded th eory  t ra dition
 (Corbin_& Strauss,_2008). While the study_did not_employ_classic grounded_theory_methods, Corbin and_Strauss qualitative data_analysis methods include grounded_theory techniques such_as_theoretical sampling, constant comparative analysis, and theoretical saturation of categories to generate a theory_(Corbin_& Strauss,_2008)._Participants_involved educational technology leaders, including_K-12 technology directors and instructional_technology specialists_from Virginia school districts. Using purposive sampling and_theoretical_sampling, the researcher_recruited subjects by contacting technology leaders through email or_by telephone. Data collection methods focused_on interviews following_a_semi-structured_protocol, and a written_questionnaire with open-ended questions. Data analysis_utilized the Corbin and Strauss coding_paradigm that employs open and axial coding_to move from description to conceptualization,_to draw out the complex_relationships that_can exist between concepts (Corbin_& Strauss, 2008)._The goal_o f the_data analysis was theoretical saturation when_additional data collection_yields little new 126 information (Hood,_2007),_and concepts are_well_developed_so that_no new properties_or_dimensions emerge_(Corbin_& Strauss, 2008; Glaser, 2007a). In_considering_how to proceed to study the research_problem, a quantitative approach_was_first considered, because the_researcher was impressed with the_RossBarger Philosophic Inventory, a validated quantitative_instrument that_Barger (2008)_used for examining philosophic worldviews among computer professionals. However, no validated_instrument could be found suitable for_measuring ontological or axiological_assumptions about_technology._Within her discussion_of_qualitative research_in the context of leadership, Ospina (2004)_wrote that_a key reason to use qualitative_research is to explore_a_phenomenon that has not been previously_investigated, and which may be examined_subsequently through quantitative research. Qualitative_analysis_can_help to clarify assumptions of_participants and researchers (Corbin & Strauss,_2008). The researcher_had initially planned to pursue a phenomenological_study._It was reasoned that phenomenology, through_its_rigorous approach to describing phenomenon (Finlay,_2009;_Husserl,_1965a) and principle o f_bracketing (Husserl, 1965b), would be conducive_for discovering rich descriptive themes pertaining to philosophy of_technology assumptions. Bracketing_in the phenomenological tradition involves_setting_aside,_without abandoning, one's own prior assumptions, practical interests, and bias_(Beyer, 2011;_Husserl, 1965b; Starks_& Trinidad, 2007; Willig, 2008). However, a research design more_conducive to generating theory was desirable, and_it became apparent that research from the grounded theory tradition