 connected with the instrumental view of technology, called the neutrality thesis. Although the instrumental view of technology was prevalent, its normal property, technology is value neutral, was only associated with eight participants. It was interpreted that this surprising finding might be a case of cognitive dissonance between technology is value neutral, and the category Technology raises questions o f human values, which aligns with Hofmann's theory of technology as value laden. The category Consider ethical factors associated with technology was understood as being in close alignment with the national framework for K-12 educational technology leadership from the Consortium for School Networking (Consortium for 253 School Networking, 2011). This framework includes ethical considerations that are integral to responsible technology leadership. The two main properties associated with Keep with technology (or be left behind) were pressure to keep up with technology, and resistance to technological change, which are in conflict with each other. The study's results, showing pressure to implement technology occurring alongside resistance, appears to lend support to Rogers' model of technological innovation. This model theorizes that technological innovation proceeds alongside resistance from users in varying degrees (Friesen, 2008). The theme of resistance to technological change was interpreted as being similar to the resistance to change theme found by Cukier et al. (2009) in their qualitative study that researched a technology initiative at a Canadian university. The core category Keep up with technology (or be left behind) was compared with the literature, and it was interpreted that this core category is effectively an ideological orientation to technological change, similar to what Leonardi (2008) found in a study of technology managers in the private sector. The core category Keep up with Technology (or be left behind) was also interpreted as a manifestation o f a perspective called the technological imperative, associated with technological determinism (Chandler, 1995; Cukier et al., 2009; Hofmann, 2006). Keep up with technology (or be left behind) was construed as a technological imperative following from the philosophy of technology assumption Technological change is inevitable, and oriented toward helping prepare students for a technological future. In interpreting the results pertaining to Research Question 3, the researcher compared the findings with Bimber's conceptual framework for technological 254 determinism. The property technology takes precedence over other values or norms was found to be in alignment with the normative account of technological determinism. The category Technology causes social change was in alignment with Bimber's nomological account o f technological determinism. The category Technology causes unintended consequences was in alignment with Bimber's unintended consequences
connected with the instrumental view of technology, call the disinterest thesis. Although the instrumental opinion of engineering was prevalent, its normal property, technology is value impersonal, was only associated with eight participant. It was interpreted that this surprising finding might be a character of cognitive dissonance between technology is value inert, and the class Technology raises questions o f human value, which aligns with Hofmann's theory of engineering as value laden. The category Consider ethical factors consort with technology was understood as being in near alignment with the home framework for K-12 educational engineering leadership from the Consortium for School Networking (Consortium for 253 School Networking, 2011). This framework includes ethical considerations that are integral to creditworthy technology leadership. The two main properties associated with Keep with technology (or be left behind) were pressure to keep up with technology, and resistance to technological change, which are in conflict with each other. The study's results, showing press to implement technology occur alongside resistance, appears to lend support to Rogers' model of technical innovation. This exemplar theorizes that technological initiation proceeds alongside resistance from users in varying degrees (Friesen, 2008). The theme of immunity to technological change was interpreted as being similar to the underground to change subject found by Cukier et al. (2009) in their qualitative study that researched a technology initiative at a Canadian university. The effect category Keep up with technology (or be leave behind) was compared with the literature, and it was interpreted that this core category is efficaciously an ideological orientation to technological change, similar to what Leonardi (2008) found in a survey of technology director in the private sector. The kernel category restrain up with Technology (or be left behind) was also interpreted as a manifestation o degree fahrenheit a perspective call the technological imperative, associated with technological determinism (Chandler, 1995; Cukier et al. , 2009; Hofmann, 2006). Keep up with engineering (or be left behind) was construed as a technical imperative following from the philosophy of engineering assumption Technological change is inevitable, and oriented toward helping prepare students for a technological future. In interpreting the results pertaining to Research Question 3, the research worker compared the findings with Bimber's conceptual model for technical 254 determinism. The property technology lead precedence over other value or norms was found to be in alignment with the prescriptive account of technical determinism. The category Technology causes social change was in alignment with Bimber's nomological account o f technological determinism. The category Technology causes unintended consequences was in conjunction with Bimber's unintended consequences
 cojnected with the instrumtntal view of teckbology, calles the nejtrality thesis. Although the ibstrunental view of technolugy was pgevalent, uts iormal property, vschnolonv is bwlue ieutral, was onli associated with eight pastkcnpants. It was interpreted that this furprisonh finding mighj be s cass of cognitive dissonance between fechnolmgy is value meutral, and the category Tfchnllogy raises questlons o f hunan dqlues, which xligns with Hofmann's tgeory of technology as value laaen. Tke category Cinslger ethical factjrs associatcc with technokogy was underxtomd qs being in close alijnment with the natijnal framawkrk for K-12 educatiinql tewhnonogy oeaaerahmp rrom tje Ronsortium ror School Betworking (Consortiim dor 253 School Nstworkynd, 2011). This framework includes ethical conspderztions that are integrao to responsible techjology lewdership. The two main properties associated with Neep xigh uegmnoluty (or be left behind) were pressure to keep up wyfh tvchnology, and reslstance to technolpglcsj change, whicf are nh donflict with each other. Jhe stydy's resujts, xhowing pressure to implemebt technologj ocxurring alongside xesistance, a'pears to lrnd support to Rogers' mudel of technollgical inhuvation. This moddl nheosizes that technological ignovation proeeeds alungsode refistance fgom users in varying deggees (Yriesan, 2008). The thfme of resistance to technologirel change was ittegpreted af beikg similar to tre resistance jo change themd found by Cukier et al. (2009) in eheir qualitadlve study thet researshed a twchnoloeh initiative ay a Canadpau universuty. The core categpry Ieep up with teeknilogy (or be lefy bdhigd) wes coi[ared with tve lktefsture, and it was kntetpreted that this cose cztegory is effectifejy an idgological orientation yo technological cjange, sioilar to what Leonardi (2008) found in a stusy of tecjnojogy managerf in the private sector. The core category Keep up with Vechnology (or be left bwhind) was also intetprtted as a manmfestaeion o f d perspective called the technologicak imperative, associatsd witv tecjnological determinism (Chandler, 1995; Cukier et al., 2009; Hofmann, 2006). Keep up with techbology (or be left gehimd) wav eonxtrued as e vechnological impvrative following from the philorophy of tzchnology assumption Technolobizal change is inevitable, and oriented toward nelping prepare students for a yechnological future. In lnterpretung tge reslmtr pertaining to Rexearch Quesrion 3, tye rcsearcher compxrec bhe findinhs wmth Bimber's conceptual framework foe techbopogical 254 determiiism. The proievty tebhnologi takes precedencs ovsg othgr values or nprms was found to be in alignment fieh the normaticv account of jechnolocical determmnism. The cadegory Technology causes social change was in alignjent with Bimber's iomological acvlunt o f technological dqterminirm. The categmry Technology causes unintended consequencxx was in alighment with Bikber's unintended consequences
connected with the instrumental view of technology, neutrality Although the view of technology technology value neutral, was associated with eight It was interpreted that this surprising might be a case of cognitive dissonance between technology is value neutral, and category Technology raises questions o f human values, which aligns with Hofmann's theory technology value The Consider ethical factors associated with technology was understood as being in close alignment with the national for K-12 educational technology leadership from the Consortium School Networking (Consortium for School Networking, 2011). This framework ethical that are to technology The two main associated with Keep with technology (or be left behind) were pressure to keep up with technology, and to technological are in with other. study's results, showing implement technology occurring alongside resistance, appears to Rogers' model of technological innovation. This model that technological proceeds alongside resistance from users in degrees (Friesen, 2008). The theme of resistance to change was interpreted as being similar to the resistance to change theme found by Cukier (2009) in their qualitative that researched a initiative a university. core category up with technology (or be left behind) was compared with the and it was interpreted that this core category is effectively orientation technological change, similar what Leonardi (2008) found a of technology managers in sector. core with (or left behind) was also as a manifestation o f perspective called the technological (Chandler, 1995; Cukier et al., 2009; Hofmann, 2006). up with technology (or be left behind) construed as a technological imperative following from the philosophy of technology assumption change is oriented toward helping prepare students for a technological In interpreting the results to Research Question 3, the researcher compared the findings Bimber's framework for 254 determinism. The technology takes precedence other values or found to in with of technological determinism. The category Technology social was in alignment with Bimber's account technological determinism. The category Technology causes unintended consequences was in alignment with Bimber's unintended consequences
 connected with the instrumenTal view of tEchnoLogY, caLlEd thE neuTrality thesis. ALThouGh the instrumental view oF techNoLOgy wAS pRevalEnt, its nORmAL ProPeRtY, teChNOlOgy is ValUe neutrAl, was only aSsoCiAted with eighT PaRticipants. it wAs interpreteD thAt this SuRprISing fIndIng miGht be a CAse of cOgnitive dIsSOnance BEtween tECHnOlogY is value neutral, anD ThE Category TechnoLogy raIsES qUEStiOns O f human valUeS, whicH Aligns wITh hOFManN'S theory of techNology as valUE laDen. The CaTegORy ConsIder eThICal Factors assoCiatEd with tecHnologY Was undeRStood as Being iN clOse AligNMeNt WitH tHE naTIoNal FRamEwork for k-12 eDuCatioNal tECHNOlogY leAderShip fRom the ConsortIum For SCHooL NetwOrkinG (ConSoRtium For 253 SchOol NeTwOrking, 2011). This frameWork Includes eThiCaL coNsIderaTIons thAt aRe iNtegral To respoNSibLe TECHnOlogy leadership. The TwO MAiN propertIes assOCiAtED with KeeP wIth TechNOLogy (oR be lEFt Behind) weRe presSUrE tO keep up WiTh techNoLogY, anD resiSTancE to tecHnologicAl chaNGe, which are in coNFlict with each OThER. thE StudY's rEsults, showiNg prESsurE to iMPlEmeNT techNologY oCCuRRing alongside resistAnCe, appeArs to Lend support to rogers' modeL OF TechnoloGicaL InNOvation. This modEl theOrizes that TEchnologIcal iNnovatioN proceeds ALOngside rEsiStaNce FroM USeRs in varying deGREes (FRiEsen, 2008). The TheMe of resIstAncE to TecHnOlogical cHange was InTeRpReTed As beiNG similar To The ReSisTance TO changE themE fouNd By cUkiEr et al. (2009) iN ThEIR quaLiTaTive StuDy That rEseaRCheD a technOlogy initIatIVe at A CAnAdian unIversity. The coRe Category KeEp Up wIth tecHNOlogy (or bE left behind) was compared wITh the liTerAture, And iT was interPreTed thaT thIS core cAtegorY is efFeCtiVELy an iDEOlOgiCaL orientatiON To tEchnoLoGicaL change, Similar to what LeonaRDi (2008) fOund in a study oF teChnoLOGy ManAGeRS in ThE PriVATe sector. The core Category KeEp UP wIth TechnolOGy (oR bE left beHind) was Also iNTerpretEd as a maniFestation O f A perSPEctIve called tHe technoLogical imPEratiVE, aSsociAteD with tEcHnoLogicAl deteRMinIsm (ChAndler, 1995; cuKier et Al., 2009; HofMaNn, 2006). Keep up With technology (or be left bEhind) wAs conStrUed as a tecHnoLOgiCal imperaTive Following fRom The PhiloSopHY of teChnoLOgY asSUmptiOn TeCHnologicaL ChAngE IS iNevitable, anD ORIenTed toWarD HelpinG prePare students for a tEChnological futUre. IN INteRprETing ThE results pertaiNinG tO rEsearch QUeStion 3, the resEarcher cOmPAred tHe findIngs wiTh BimbeR'S CoNCeptuaL fraMewOrk for tecHnoLoGIcal 254 detErMiNIsm. The PropErTy techNology TAkes PREcedence over otheR valuES Or norMS waS founD tO be in alIGnmeNt with the nOrmative accOunt of TechNologIcal detErMinism. the CaTegory TechNOlogy causEs socIal chanGe Was iN alIgnmenT witH bImber'S nomOlOgiCal accounT O F tEChNoLOgiCal dEtermInIsm. THe categorY technoloGy cAUses uniNtEndED ConseqUEnCES was in aligNmeNt witH bImber's uninTEndeD CoNSequeNces
 connected with the instru mental vie w oftec hno lo gy,call ed the neutral i ty t hesis. Although the in strum en t al v i ew  of t echnolo g yw a s p re va len t, it s nor mal  proper ty, techno log yis value neu t ra l, was onl y a ssociated wi theightpa rti c ipant s.It wa s inte r preted  that thi ss urpris i ng find i n gmigh t be a case of co g ni t ive dissonance  betwe en te c h nol ogy  is valuene utral ,  and th e  c a t e gor y  Technology r aises quest i ons  o f h um anv alues,  whic ha lig ns with Hof mann 's theory  of te c hnology as valu e lade n.The  cat e go ry  Co ns i der et hic a l f actors a ss oc iated  wit h t e chno log y wa s und erstood as be ing  inc los e ali gnmen t wi th  thenation al fr am ework for K-12educ ational t ech no log yleade r ship f rom  th e Conso rtium f o r S ch o o l  N etworking (Consort iu m fo r 253 Sc hool N e tw or k ing, 201 1) . T hisf r amewo rk i n cl udes eth ical c o ns id eration sthat a re  in teg ral t o  res ponsib le techn ology leadership. Th e  two main pro p er t i es asso cia ted with Ke ep w i th t echn o lo gy( or be  left  b e hi n d) were pressure to  k eep up  with  technology,and resist a n c e to tec hnol o gi c al change, whi ch ar e in confl i ct witheachother. T he study' s results,  sh owi ngpre s s ur e to implemen t tech no logy oc cur ring al ong sid e r esi st ance, app ears tole nd  s up por t toR ogers' m od elof  te chnol o gicalinnov atio n.  T h ismodel t h eo r i zesth at  tec hno lo gical  inn o vat ion pro ceeds alo ngs i de r es is tance f rom users inva rying degr ee s ( Friese n ,  2008).The theme of resistance to tech nol ogica l ch ange wasint erpret eda s bein g simi lar t othe r esist a n ce  to  c hange them e fou nd by  C ukie r et al . (2009) in theirq ual itative study  th at r e s ea rch e da  te ch n olo g y  initiative ata Canadian  u n iv ersity. Th e  co re  catego ry Keep  up w i th tech nology (o r be left  b ehin d )  wa s compared  with th e literat u re, a n dit wa s i nterpr et edthatthis c o recateg ory is  e ffecti velyan  ideolog ical orientation to tec hnolog icalcha nge, simi lar towhat Leon ardi  (2008) fo und  in  a st udy of te chno l og y m a nager s in the priva t esec t o r.  The core c a t e gor y Kee p u p  withTech nology (or be lef t  behind) was a lsoi n ter pre t ed a sa manifestatio n o  f a  perspec ti ve called t he techn ol o gical  imper ative,  associ a t ed with t echn olo gical det erm in i sm (Cha nd le r , 1995 ; Cu ki er etal., 2 0 09;H o fmann, 2006). Ke ep up w ith t e chn ology  ( or be l e ft b ehind) was  construedas a t echn ologi cal imp er ativefol lo wing fromt he philos ophyof tech no logy  as sumpti on T e c hnolo gica lcha nge is in e v it a bl e, and  ori ented  t owar d helping preparestu d ents fo ra t e c hnolog i ca l future. In  in terpr e t ing the re s ults pe r taini ng toResear ch Ques t ion  3 , the r ese a r cher comp ared thef ind in gs w ith Bimb er 's c on cep tu al framework fo r techno logical2 5 4 dete rmi n ism. The pr op erty technol ogy t ak e s prece d e nce  over o t her  va lue s or  no rmsw as found to be in alignm entwitht henorma tiveac count of tech nologica l  determinism.  The category T e chn o logy  ca u se ssocial ch ang e  wasin a lig nmen t w ithB i mber ' s no m ol ogic al acc ount  o  f  technolo gi cal det e rmin i sm.  The  cate go ry Te chnolog y causes  unin te nded cons e quences  was  i n alignment w ith Bimber's  u nint endedc ons equ e n ces
 connected_with the_instrumental view of technology,_called the_neutrality_thesis. Although_the_instrumental view of_technology was prevalent,_its normal property, technology_is value neutral,_was_only associated with eight participants. It was interpreted that this surprising finding might be_a_case of_cognitive_dissonance_between technology is value neutral,_and the category Technology raises_questions o_f human values, which aligns with Hofmann's theory_of_technology as value_laden. The category Consider ethical factors associated with technology_was understood as being in close_alignment with the_national_framework_for K-12 educational technology_leadership from the Consortium for School_Networking (Consortium for 253 School Networking,_2011). This framework includes ethical considerations that_are integral to responsible technology leadership._The two main properties associated_with Keep_with technology (or be left_behind) were pressure_to keep_up with technology,_and resistance to technological change, which_are in conflict_with each other. The study's results,_showing_pressure to implement_technology_occurring_alongside resistance,_appears to lend_support_to Rogers'_model_of technological innovation. This model theorizes_that_technological innovation proceeds alongside resistance from users_in varying degrees (Friesen,_2008)._The theme of resistance_to technological change was interpreted_as being similar to the resistance_to change_theme found_by Cukier et al. (2009) in their qualitative study that researched_a technology initiative at a Canadian_university. The core category_Keep up_with_technology (or be_left_behind) was_compared with the literature, and it was_interpreted that_this core category is effectively an_ideological orientation to technological_change,_similar to what Leonardi (2008) found_in a study of technology managers_in the private sector. The_core_category_Keep up with Technology (or_be left behind) was also interpreted_as a manifestation_o f a perspective called the technological_imperative,_associated with technological determinism (Chandler, 1995;_Cukier_et al., 2009; Hofmann, 2006). Keep_up_with_technology (or be left behind)_was construed as a technological imperative_following from the philosophy of technology assumption Technological change_is inevitable, and_oriented toward helping prepare students_for_a_technological future. In interpreting the results pertaining to Research Question_3, the_researcher compared the_findings with Bimber's conceptual framework for technological 254 determinism. The_property technology takes precedence over other values_or norms was found to be in alignment with the normative_account of technological determinism. The category Technology causes_social change was in alignment with Bimber's_nomological account o f_technological_determinism. The category Technology causes unintended consequences_was_in_alignment_with Bimber's unintended_consequences