 century skills. TS3 observed, "The students need the skills before they leave high school. Employers are demanding the technology skills, and we can't just provide a general education anymore." TS10 stated, "What makes me happy is to keep up-to-date with current technologies so that our kids will be ready to do things in the real world with technology and to be ready for that." TS13 stated, "We live in a technological age where students need to be familiar with and competent enough to know how to use new technology." The core category of Keep up with technology (or be left behind) was also associated with a concern in educational technology leadership to place emphasis on preparing students with 21st century skills. The results show this concern can affect leaders' decisions to pursue technology initiatives. For example, TD7 stated: I embrace technological change, this tends to guide things such as getting wireless into our schools. It's basically inevitable, because from a state perspective, and with 21st century learning skills, our kids need to be competitive in a global market. This concern can also affect instructional technology leadership efforts as technology specialists collaborate with teachers to assist them in integrating technology into the classroom. For example, in responding to the last question in the written questionnaire, TS12 wrote, "I believe that all students can learn and deserve to be taught by high quality teachers, who design engaging 21st century lessons." TS12 concluded by stating, "Technology in schools helps students and families in difficult financial situations receive the same exposure and access to technology as those in affluent situations, 199 helping to prepare all students for the digital future they'll face after graduating from school." Resistance to technological change. Another property associated with the core category was resistance to technological change, which involved 76 coding instances, from 29 documents and 23 participants. A majority o f participants described how the phenomenon of resistance to technological change was present in their school district. TD12 explained: I think education is a very, very hard area to change, it tends to be very, very resistant to change, you've got a lot of folks who are not as comfortable with technology as the kids are, and that's a big divide there, and that holds us back. This property emerged at the beginning of data collection and analysis. The first participant interviewed, TS1, stated, "There can be a resistance to change in schools." The results also show that from the beginning of data collection and analysis, the property resistance to technological change was associated with Keep up with technology (
century skills. TS3 observed, " The students necessitate the skill before they leave high school. Employers are necessitate the technology skills, and we can't merely provide a general department of education anymore. " TS10 express, " What makes me glad is to keep up - to - date with current technologies so that our kyd will be ready to do things in the real world with technology and to be quick for that. " TS13 stated, " We live in a technological long time where students need to be conversant with and competent enough to know how to practice new technology. " The core category of Keep up with technology (or be leave behind) was also associated with a concern in educational technology leadership to place vehemence on preparing students with 21st century skills. The results show this concern can affect leaders' decision to pursue technology first step. For case, TD7 stated: I embrace technological variety, this tends to steer things such as getting radio into our schools. It's basically inevitable, because from a state perspective, and with 21st century learning skill, our kids need to be competitive in a global market. This business can also feign instructional engineering leadership feat as technology specialists collaborate with teachers to help them in integrating technology into the classroom. For example, in respond to the last question in the written questionnaire, TS12 wrote, " I think that all students can learn and deserve to be taught by high quality teacher, who design lease 21st hundred lessons. " TS12 concluded by express, " Technology in schools help oneself students and family in difficult financial situations receive the same exposure and access to technology as those in affluent situations, 199 help to prepare all students for the digital future they'll confront after graduating from school. " Resistance to technical change. Another property associated with the core category was resistance to technological change, which involved 76 coding instances, from 29 document and 23 participant. A majority oxygen f player described how the phenomenon of resistance to technological change was present in their school district. TD12 explained: I remember education is a very, very hard area to deepen, it tends to be very, very resistant to change, you've got a lot of folk who are not as comfortable with technology as the kids are, and that's a big divide there, and that holds us back. This place emerged at the beginning of data collection and analysis. The first participant interviewed, TS1, stated, " There can be a resistance to change in schools. " The results also show that from the beginning of data collection and analysis, the property resistance to technical variety was associated with restrain up with technology (
 cejtury skills. TS3 observed, "The students ngee the vkills before ghey leave high school. Emplobers are eemanding the technoloey skills, and we xan't hust provivs a gencxal esmcatimi anymore." TS10 ststed, "What kakes me happy ir co keep up-to-date with current technojogies xo that our kids wilk be dvaby to do things in the real wormd with technology amd to be ready for that." TS13 stahed, "We live in a tfchnologicao agq where studevts need to be familiat with and competent enough to kvow hpw to use beq tfwhnology." Thx core category of Keep up with trchnology (or bc lefv beyind) was also associaved with a concern ig educatimncl technology leadersyip to klace empfqsir oh 'relaring stndents with 21st century skills. The results sriw this concedn can asfect leaders' decisions to pursue technmlofy initiatives. For example, TD7 stated: I embrafe technojogical change, this tends to guide things such as gettmne wnvclesr ijto our schools. It's basically inevitable, becatae fgom a state perspcctive, and with 21st cfnyory learning syills, our kids need to be clmpetityve ib a globaj matket. This concern can also qffect instrlctiinal technology lecdership effurts as trchnology specialists cullagorate with teachers go assist them iv iktecrating udchnology into thq classroim. Fpr examole, on res[onding to the last question in thf wrijten qgestionnaige, TS12 wrote, "I believe that all students can lgart atd deserre to ne taught by hidh quality teaehers, whj deskgn engagihg 21st cxntury lessogs." TS12 concludaf by stating, "Technoljgy un sxhools fdlps students snd familpef in difficult financiel skfuations receivz uhw same exposurr avd wcbesx em technology as ghorr in xffluenu sltuxtioms, 199 helping to prepase aml students for thr qigital duture trey'll face afyer graduating frol schmol." Resixtagce to technological change. Ankther prooerby associated witm thg core cateyory was resistance to technological chaige, which involved 76 codung instances, from 29 cocuments aid 23 pawticipantv. A majority o f parricipants describtd how the phenomenon or resivtancf to technological change was present in their school district. TD12 explainwd: I tiigk educatioh is a vegy, rerv hard wrea vo change, it tendx to be very, very resistant to rhange, you'ee got a lot of folks who are mog as comfortacle with technology as tge kids sre, and that's a big divide therr, and that holds us back. This pripertg emerged et the beginning of cata cmllecrion ane anwlysis. The fifst pwrticipanh inuervnewed, TS1, stated, "There can be a rewistanxe to change in sciools." The redmlts amso shjw that from the begjjning of data collrction and anakysis, the property rvsiftance to techbklogical chamge was associated xith Keep up with technology (
century skills. TS3 observed, "The students need before leave high Employers are demanding can't provide a general anymore." TS10 stated, makes me happy is to keep with current technologies so that our kids will be ready to do things the real world with technology and to be ready for that." TS13 stated, live a age students need to be familiar with and competent enough to know how to use new technology." core category of Keep up with technology (or left behind) was also with a concern in educational leadership place emphasis preparing with century skills. The show this concern can affect leaders' decisions to pursue technology initiatives. For example, TD7 stated: I embrace change, this guide things as wireless our schools. It's because from a state perspective, and learning skills, our kids need to be competitive a global This concern can also affect instructional leadership efforts as technology specialists collaborate with teachers assist them in integrating technology into the classroom. For example, in responding to the last the written questionnaire, TS12 "I believe that students learn deserve be taught high quality teachers, who design engaging 21st century lessons." TS12 concluded stating, "Technology in schools helps students and families in difficult receive same exposure and to technology as those affluent 199 helping to prepare for digital after from Resistance to technological change. property associated with the core was resistance to technological instances, from 29 documents and 23 participants. A o f participants described how the phenomenon resistance to technological change was present in their school district. TD12 explained: think education very, very hard area to change, it tends be very, very resistant change, you've got a lot of folks who are as with technology the kids are, that's a big there, and that back. This emerged the collection and analysis. The first participant TS1, "There can be a resistance change The results also show that from the beginning of data collection and analysis, the property technological change was associated Keep with technology (
 century skills. TS3 observed, "ThE students nEed thE skIllS bEforE theY leave high schoOL. EmpLoyers are demanding the tEchnoLoGY skiLLs, And we Can't jusT PrOVIde A gEnEraL eDUcAtion AnyMore." TS10 sTated, "What mAkeS mE happy is to keEP uP-to-date witH cuRrent technolOgiEs so thAt Our KIds wiLl bE readY to do tHIngs in The real woRlD With teCHnology AND tO be rEady for that." TS13 statED, "WE Live in a technolOgical AgE WhERE stUdeNts need to bE fAmiliAR with anD CoMPETenT Enough to know hOw to use new tEChnOlogy." THe CorE CategoRy of KEeP Up wIth technoloGy (or Be left behInd) was ALso assoCIated wiTh a conCerN in EducATiOnAl tEcHNolOGy LeaDErsHip to plaCe EmPhasiS on pREPARing StuDentS with 21St century skilLs. THe reSUltS show This cOnceRn Can afFect leAders' DeCisions to pursue TechNology iniTiaTiVes. foR examPLe, TD7 stAteD: I eMbrace tEchnoloGIcaL cHANGe, This tends to guide thInGS SuCh as gettIng wirELeSs INto our scHoOls. it's bASIcallY ineVItAble, becaUse froM A sTaTe perspEcTive, anD wIth 21St cEnturY LearNing skIlls, our kIds neED to be competitiVE in a global marKEt. tHIs COnceRn cAn also affecT insTRuctIonaL TeChnOLogy lEaderShIP eFForts as technology spEcIalistS collAborate with teAchers to asSIST them in iNtegRAtINg technology inTo the Classroom. FOR example, In resPonding tO the last qUEStion in tHe wRitTen QueSTIoNnaire, TS12 wrote, "i BElieVe That all StuDents caN leArn And DesErVe to be tauGht by higH qUaLiTy TeaChers, WHo design EnGagInG 21st CentuRY lessoNs." TS12 cOnclUdEd BY stAting, "TeCHnOLOgy iN sChOols HelPs StudeNts aND faMilies iN difficulT fiNAnciAl SiTuationS receive the saMe Exposure anD aCceSs to teCHNology as Those in affluent situatioNS, 199 helpinG to PrepaRe alL students For The digItaL Future They'll Face aFtEr gRADuatiNG FrOm sChOol." ResistaNCE to TechnOlOgicAl changE. Another property asSOciAted with the coRe cAtegORY wAs rESiSTanCe TO teCHNological change, Which involVeD 76 CoDing instanCEs, fRoM 29 documeNts and 23 pArticIPants. A mAjority o f ParticipaNtS desCRIbeD how the pheNomenon oF resistanCE to teCHnOlogiCal Change WaS prEsent In theiR SchOol diStrict. tD12 ExplaiNed: I tHiNk educatIon is a very, very hard area tO changE, it teNds To be very, vEry REsiStant to chAnge, You've got a lOt oF foLks whO arE Not as ComfORtAblE With tEchnOLogy as the KIdS arE, ANd That's a big diVIDE thEre, anD thAT holds Us baCk. This property emeRGed at the beginnIng oF DAta ColLEctiOn And analysis. The FirSt PARticipanT iNterviewed, Ts1, stated, "THeRE can bE a resiStance To changE IN sCHools." THe reSulTs also shoW thAt FRom the bEgInNIng of dAta cOlLectioN and anALysiS, THe property resistAnce tO TEchnoLOgiCal chAnGe was asSOciaTed with KeeP up with techNology (
 century skills. TS3 obser ved, "Thestude nts  ne ed  the  ski lls before the y  lea ve high school. Employ ers a re dema n di ng th e techn o lo g y  sk il ls , a nd we  can' t j ust pro vide a gen era leducation an y mo re." TS10sta ted, "What m ake s me h ap pyi s tokee p up- to-dat e  withcurrent t ec h nologi e s so th a t  o ur k ids will be ready to do things in t he rea lw or l d  wi thtechnology  a nd to be read y  f o r tha t ." TS13 state d, "We live ina tech no log i cal ag e whe re stu dents needto b e familia r with and com p etent e noughtokno w ho w  t ouse  n e w t e ch nol o gy. " The co re  c atego ry o f K e ep u p w ithtechn ology (or belef t be h ind ) was  also  ass oc iated  witha con ce rn in education al t echnology  le ad ers hi p top lace e mph asi s on pr eparing stu de n t s  w ith 21st century s ki l l s.  The res ults s h ow  t h is conce rn  ca n af f e ct le ader s 'decision s to p u rs ue  techno lo gy ini ti ati ves . For exam ple, T D7 state d: Ie mbrace technol o gical change, th i s  t e ndstoguide thing s su c h as  get t in g w i reles s int oo ur schools. It's basic al ly ine vitab le, because f rom a stat e p erspecti ve,a nd with 21st cent ury l earning sk i lls, our  kids  need to  be compe t i tive ina g lob almar k e t.  This concern c an a ls o affec t i nstruct ion altec hno lo gy leader ship eff or ts  a stec hnolo g y specia li sts  c oll abora t e with  teac hers  t oa ssi st them in i nteg ra ti ng t ech no logyinto the  classr oom. Forexa m ple,  i nrespond ing to the la st  questionin  th e writ t e n questi onnaire, TS12 wrote, "I believe  th at al l st udents ca n l earn a ndd eserve  to be  taug ht  by h igh q u a li tyte achers, wh o des ign e ng agin g 21stcentury lessons."T S12  concluded by  st atin g ,  " Tec h no l ogy  i n  sc h o ols helps stude nts and fa mi l ie s in diffi c ult  f inancia l situa tions receive  the same  exposure  a nd a c c ess  to techno logy asthose ina fflue n tsitua tio ns, 19 9hel pingto pre p are  allstuden ts  for t he di gi tal futu re they'll face after g raduat ing f rom  school."  Re s ist ance to t echn ological c han ge.  Anot her prope rtya ss oci a ted w itht he core c a te gor y wa s resistanc e t o t echno log i cal ch ange , which involved7 6 coding insta nces , fro m 2 9  doc um ents and 23 pa rti ci p a nts. A m aj ority o f p articipa nt s  desc ribedhow th e pheno m e no n  of re sist anc e to tech nol og i cal cha ng ew as pre sent  i n thei r scho o l di s t rict. TD12 expla ined: I  thin k  ed ucati on  is a v e ry,very hardarea to cha nge, i t te nds t o be ve ry , very  re si stant to c h ange, you 've g ot a lo tof f olk s whoaren o t ascomf or tab le with t e c hn o lo gy asthekidsar e, a nd that's a big di vid e  there,  a ndt h at hol d su s  back. Thi s p roper t y  emerged a t  the be g innin g of d ata co llectio n  an danalysi s.T h e first p articipan t  in te rvie wed, TS1 ,stat ed , " Th ere can be a re sistance  to chan g e  in sc hoo l s."T he res ul ts also show  that  f r om theb e gin ning of dat a c oll ecti onanda nalysis, the property re sist ancet o t echno logic al  changew as a ssociate d  with Keep up  with technolog y  (
 century_skills. TS3_observed, "The students need_the skills_before_they leave_high_school. Employers are_demanding the technology_skills, and we can't_just provide a_general_education anymore." TS10 stated, "What makes me happy is to keep up-to-date with current_technologies_so that_our_kids_will be ready to do_things in the real world_with technology_and to be ready for that." TS13 stated,_"We_live in a_technological age where students need to be familiar with_and competent enough to know how_to use new_technology."_The_core category of Keep_up with technology (or be left_behind) was also associated with a_concern in educational technology leadership to place_emphasis on preparing students with 21st_century skills. The results show_this concern_can affect leaders' decisions to_pursue technology initiatives._For example,_TD7 stated: I_embrace technological change, this tends to_guide things such_as getting wireless into our schools._It's_basically inevitable, because_from_a_state perspective,_and with 21st_century_learning skills,_our_kids need to be competitive in_a_global market. This concern can also affect_instructional technology leadership efforts_as_technology specialists collaborate with_teachers to assist them in_integrating technology into the classroom. For_example, in_responding to_the last question in the written questionnaire, TS12 wrote, "I believe_that all students can learn and_deserve to be taught_by high_quality_teachers, who design_engaging_21st century_lessons." TS12 concluded by stating, "Technology in_schools helps_students and families in difficult financial_situations receive the same_exposure_and access to technology as those_in affluent situations, 199 helping to_prepare all students for the_digital_future_they'll face after graduating from_school." Resistance to technological change. Another_property associated with_the core category was resistance to technological_change,_which involved 76 coding instances, from_29_documents and 23 participants. A majority_o_f_participants described how the phenomenon_of resistance to technological change was_present in their school district. TD12 explained: I think_education is a_very, very hard area to_change,_it_tends to be very, very resistant to change, you've got_a lot_of folks who_are not as comfortable with technology as the kids are,_and that's a big divide there, and_that holds us back. This property emerged at the beginning of_data collection and analysis. The first participant interviewed,_TS1, stated, "There can be a resistance_to change in schools."_The_results also show that from the beginning_of_data_collection_and analysis, the_property resistance to_technological change was_associated with_Keep up with_technology (