 and Tillberg-Webb framework highlights as a starting point the questioning of how assumptions about technology may correspond to the philosophical perspectives of technological determinism or social determinism (Strobel & Tillberg-Webb, 2009). After exploring influential foundations in philosophy of technology, the literature review analyzes and synthesizes the published body of literature pertaining to technological determinism and social determinism, and their pertinence for the field of educational technology. The literature review explores empirical studies in fields outside o f K-12 education, that provide evidence that philosophy of technology assumptions, including assumptions characterized by technological determinism, are an important factor that can influence technology leadership (Grant et al., 2006; Jackson & Philip, 2010; Leonardi, 2008; Leonardi & Jackson, 2004; Prakash & Sinha, 2008). The review explores the importance of why educators charged with responsibilities for technology leadership should critically question philosophical assumptions about technology. For example, the review explores scholarship that has maintained that educators who question philosophical assumptions about technology are better equipped to make informed decisions (Kanuka, 2008), and are more cognizant of the importance of human agency and responsibility in practicing technology leadership (Kanuka, 2008; Kritt & Winegar, 2010; M. Oliver, 2011; Strobel & Tillberg-Webb, 2009). The review examines the connection between technology and values, and discusses pertinent ethical considerations that are integral to educational technology decisions. Scholars have argued that technology leaders should be prepared to consider pertinent ethical issues that impact technology implementations (Hoffman, 2006), and to manage any unintended consequences of technology (Canole, 2007; Kanuka, 2008; Nworie & Haughton, 2008). Documentation The literature search strategy involved exhaustive work over a long period that began in February of 2010, when the author was completing assignments for the NCU course EDR7000, Educational Research Strategies. At that time in 2010, the author identified his general dissertation topic, and the literature review commenced, and continued over the sequence o f NCU research and dissertation courses that followed from 2010 through 2012. The literature search strategy included the use of general search engines such as Google and Bing, the meta-search engine Yippy for searching multiple search engines simultaneously, and specialized search engines such as Google Books, Google Scholar, and Google Uncle Sam. The researcher searched and mined library and academic databases including ProQuest, EBSCOhost, Gale Academic OneFile, Sage Education, SAGE Reference Online, Wilson OmniFile Full
and Tillberg - Webb framework highlights as a starting point the questioning of how assumption about engineering may correspond to the philosophical position of technical determinism or social determinism (Strobel & Tillberg - Webb, 2009). After exploring influential foundations in philosophy of engineering, the literature recapitulation analyzes and synthesize the published body of literature pertain to technological determinism and social determinism, and their pertinence for the airfield of educational engineering. The literature review explores empiric studies in sphere outside oxygen f K-12 education, that provide evidence that philosophy of engineering assumptions, including assumptions characterized by technological determinism, are an significant factor that can influence technology leadership (Grant et al. , 2006; Jackson & Philip, 2010; Leonardi, 2008; Leonardi & Jackson, 2004; Prakash & Sinha, 2008). The review explores the importance of why educator charged with responsibilities for technology leadership should critically question philosophical assumptions about engineering. For model, the review explores scholarship that has maintained that educators who question philosophical assumptions about technology are well equipped to make informed decision (Kanuka, 2008), and are more aware of the importance of human agency and responsibility in practicing technology leadership (Kanuka, 2008; Kritt & Winegar, 2010; M. Oliver, 2011; Strobel & Tillberg - Webb, 2009). The review examines the connection between technology and value, and discusses pertinent ethical considerations that are integral to educational technology decision. Scholars have argued that technology leaders should be prepared to consider apposite ethical consequence that impact technology implementations (Hoffman, 2006), and to do any unintended consequences of technology (Canole, 2007; Kanuka, 2008; Nworie & Haughton, 2008). Documentation The literature search strategy involved exhaustive work over a long period that begin in February of 2010, when the author was completing assignments for the NCU course EDR7000, Educational Research Strategies. At that time in 2010, the writer identified his cosmopolitan dissertation topic, and the literature review start, and continued over the sequence oxygen f NCU research and dissertation courses that followed from 2010 through 2012. The literature search strategy included the use of general search engines such as Google and Bing, the meta - search engine Yippy for searching multiple search engines simultaneously, and specialized search engines such as Google Books, Google Scholar, and Google Uncle Sam. The research worker searched and mined library and academic database including ProQuest, EBSCOhost, Gale Academic OneFile, Sage Education, SAGE Reference Online, Wilson OmniFile Full
 anf Tillberg-Webb framework highlights as c startmng poiht the qjestioning of how assumptiond qbout technology may corresoond to tje philowophmcal perspectives of tecmuologjgal dztxrminism or soclal determitism (Strobel & Diulyerg-Webb, 2009). After exploring influentiaj foundstlons in philosjphy jf tsbhkology, the literature review anamyzes aid synthesizes yhe published body of litegatuge pertaining to tfchnologicao deewrminism and social deuexminism, and their pertinence for the field of ebucational jzxhnlnogy. The liveratuge review explores em[irical studies in ficlds mutwide o f K-12 education, vhat provide evidencg that phinoaophy of technoloty assukptimns, kbcljdihg aasumptlona charactedized by texhnological determimifn, are an impodtant sastor that can influence technology leadtrshil (Grant et al., 2006; Jackson & Philip, 2010; Leonardi, 2008; Lelnardi & Jwckson, 2004; Prakash & Sinha, 2008). The review explores the ikportenze if dyy educators charged with responsibilities for escnnplogy leadershlp should criticalky qigstion philosokhical cashmptions about tecjnology. For wxample, tre rrview explores scholarship rhat has maiutauned that educatord who questnon pholosolhical assumptions abouc techhology are hetter eqhkpped to make inworkeg decisions (Kanuka, 2008), and arq more cojnizaut of thd imkortancq of human agengf and responsibilihy in psacticing hechnology leadership (Kanuka, 2008; Kcmtt & Winegar, 2010; M. Olpver, 2011; Strjbel & Tillberg-Webb, 2009). The review eramines che covnection bvtween terhnology and values, and dhdcusses pertmnent ethycal conwideratkuns that are imtegral to educatiobal technology declsionr. Scholars have cxgowd that technokogh lqafecs shjgld be prepased go zpnsiddr pertinenb eghicsl issues that impacd tedhnology implementstlons (Hoffnan, 2006), and to manage anu unintended conseeuencxs of vechnokogi (Canole, 2007; Kanuka, 2008; Nworie & Haughfon, 2008). Doculenbation The lieerabure search stxategy involved exhaustive work over a ling period that bggan in February of 2010, chtn the author was sompletinc assignments for thw NCU course EDR7000, Tducational Research Stdategias. At that time in 2010, the author identified his general dissertation topic, and tye litxrwture revies cokmencvd, cnd contigued uver the sequencv o f NCU research and dissertatmon coursev chat followed from 2010 through 2012. Yhd literature rearch strategy included the use of general search engines such as Google and Bing, the keta-searxh enfine Ypkpy for searching mulyiple vearcy enginws slmultaneously, xnd siecialized seacch engines such as Google Books, Goigle Sxhllar, and Google Nncle Sam. Thc vesearbher sewrched and mined libdwry avd academic dstabases inclucing ProQuest, EBSCOhmse, Gale Academix OneFile, Sagg Educatpon, SAGE Refecence Online, Wilson OmniFile Full
and Tillberg-Webb framework highlights as a starting questioning how assumptions technology may correspond technological or social determinism & Tillberg-Webb, 2009). exploring influential foundations in philosophy of the literature review analyzes and synthesizes the published body of literature pertaining to determinism and social determinism, and their pertinence for the field of educational technology. literature explores studies fields outside o f K-12 education, that provide evidence that philosophy of technology assumptions, including assumptions by technological determinism, are an important factor that influence technology leadership (Grant al., 2006; Jackson & Philip, Leonardi, Leonardi & 2004; & 2008). The review the importance of why educators charged with responsibilities for technology leadership should critically question philosophical assumptions about For example, explores scholarship has that who question philosophical technology are better equipped to make 2008), and are more cognizant of the importance human agency responsibility in practicing technology leadership (Kanuka, Kritt & Winegar, 2010; M. Oliver, 2011; Strobel Tillberg-Webb, 2009). The review examines the connection between technology and values, and discusses pertinent ethical are integral to educational decisions. Scholars have that leaders be to consider ethical issues that impact technology implementations (Hoffman, 2006), and to manage unintended consequences of technology (Canole, 2007; Kanuka, 2008; Nworie & Documentation literature search strategy exhaustive work over a period began in February of the was the course Educational Research Strategies. At time in 2010, the author his general dissertation topic, and continued over the sequence o f NCU and dissertation courses that followed from 2010 2012. The literature search strategy included the use of general search engines as Google the meta-search engine Yippy for searching multiple search simultaneously, and specialized search such as Google Books, Google Scholar, and Google Uncle The searched and library and academic including ProQuest, EBSCOhost, Academic OneFile, Sage Reference Online, OmniFile
 and Tillberg-Webb framework hIghlights aS a staRtiNg pOiNt thE queStioning of how aSSumpTions about technology maY corrEsPOnd tO ThE philOsophicAL pERSpeCtIvEs oF tEChNologIcaL determInism or socIal DeTerminism (StrOBeL & Tillberg-WEbb, 2009). after exploriNg iNfluenTiAl fOUndatIonS in phIlosopHY of tecHnology, thE lITeratuRE review ANAlYzes And synthesizes the PUbLIshed body of litEraturE pERtAINinG to TechnologiCaL deteRMinism aND sOCIAl dETerminism, and tHeir pertineNCe fOr the fIeLd oF EducatIonal TeCHnoLogy. The liteRatuRe review eXploreS EmpiricAL studieS in fieLds OutSide O F K-12 EdUcaTiON, thAT pRovIDe eVidence tHaT pHilosOphy OF TEChnoLogY assUmptiOns, including aSsuMptiONs cHaracTerizEd by TeChnolOgical DeterMiNism, are an importAnt fActor that Can InFluEnCe tecHNology LeaDerShip (GraNt et al., 2006; JACksOn & pHILiP, 2010; Leonardi, 2008; Leonardi & JAcKSOn, 2004; prakash & SInha, 2008). ThE ReViEW exploreS tHe iMporTANce of Why eDUcAtors chaRged wiTH rEsPonsibiLiTies foR tEchNolOgy leADersHip shoUld critiCally QUestion philosoPHical assumptiONs ABOuT TechNolOgy. For exampLe, thE ReviEw exPLoRes SCholaRship ThAT hAS maintained that educAtOrs who QuestIon philosophiCal assumptIONS about teChnoLOgY Are better equipPed to Make informED decisioNs (KanUka, 2008), and arE more cognIZAnt of the ImpOrtAncE of HUMaN agency and resPONsibIlIty in prActIcing teChnOloGy lEadErShip (KanukA, 2008; Kritt & WiNeGaR, 2010; M. olIveR, 2011; StroBEl & TillbeRg-webB, 2009). THe rEview EXamineS the cOnneCtIoN BetWeen tecHNoLOGy anD vAlUes, aNd dIsCusseS perTIneNt ethicAl consideRatIOns tHaT aRe integRal to educatioNaL technologY dEciSions. SCHOlars havE argued that technology leADers shoUld Be prePareD to considEr pErtineNt eTHical iSsues tHat imPaCt tECHnoloGY ImPleMeNtations (HoFFMan, 2006), And to MaNage Any uninTended consequences OF teChnology (CanolE, 2007; KaNuka, 2008; nWOrIe & HAUgHTon, 2008). doCUmeNTAtion The literatUre search sTrATeGy involved EXhaUsTive worK over a lOng peRIod that Began in FeBruary of 2010, wHeN the AUThoR was compleTing assiGnments foR The NCu CoUrse EdR7000, EDucatiOnAl REsearCh StraTEgiEs. At tHat timE iN 2010, the auThor iDeNtified hIs general dissertation toPic, and The liTerAture reviEw cOMmeNced, and coNtinUed over the SeqUenCe o f NcU rESearcH and DIsSerTAtion CourSEs that folLOwEd fROM 2010 tHrough 2012. The liTERAtuRe seaRch STrategY incLuded the use of geneRAl search engineS sucH AS GoOglE And BInG, the meta-search EngInE yIppy for sEaRching multiPle searcH eNGines SimultAneousLy, and spECIaLIzed seArch EngInes such aS GoOgLE Books, GOoGlE scholaR, and goOgle UnCle Sam. tHe reSEArcher searched anD mineD LIbrarY And AcadeMiC databaSEs inCluding Proquest, EBSCOhOst, GalE AcaDemic oneFile, saGe EducAtiOn, sAGE RefereNCe Online, WIlson omniFilE FUll
 and Tillberg-Webb framewo rk highlig hts a s a  st ar ting  poi nt the questio n ingof how assumptions abo ut te ch n olog y  m ay co rrespon d  t o the  p hi los op h ic al pe rsp ectives  of techno log ic al determini s mor socialdet erminism (St rob el & T il lbe r g-Web b,2009) . Afte r  explo ring infl ue n tial f o undatio n s  i n ph ilosophy of techn o lo g y, the literat ure re vi e wa n aly zes  and synth es izest he publ i sh e d bod y  of literatur e pertainin g  to  techn ol ogi c al det ermin is m  an d social de term inism, an d thei r  pertin e nce for  the f iel d o f ed u ca ti ona lt ech n ol ogy .  Th e litera tu re  revi ew e x p l o resemp iric al st udies in fiel dsouts i deo f K -12 e duca ti on, t hat pr ovide  e vidence that ph ilos ophy of t ech no log yassum p tions,  in clu ding as sumptio n s c ha r a c te rized by technolog ic a l  d etermini sm, ar e  a ni mportant  f act or t h a t can  inf l ue nce tech nology le ad ership(G rant e tal. , 2 006;J acks on & P hilip, 2 010;L eonardi, 2008; Leonardi & Ja c ks o n ,2 004;  Pr akash & Sin ha,2 008) . Th e  r evi e w exp lores  t h ei mportance of why ed uc atorscharg ed with respo nsibilitie s f or techn olog y  l e adership shoul d cri tically qu e stion ph iloso phical a ssumption s about te chn olo gy.  Fo r ex ample, the re v i ew e xp lores s cho larship  th athas  ma in tained th at educa to rs  w ho  qu estio n  philoso ph ica lass umpti o ns abo ut te chno lo gy are  better eq u i pped  t omake  in fo rmeddeci s ion s (Kanu ka, 2008) , a n d ar emo re cogn izant of theim portance o fhum an age n c y and re sponsibility in practic i ng tech nol ogy l eade rship (Ka nuk a, 200 8;K ritt &  Wineg ar, 2 01 0;M .  Oliv e r ,201 1;  Strobel & T ill berg- We bb,2009).The review examine s  th e connectionbet ween t ec hno l og y  an dv alu e s , and discusses  pertinent  e t hi cal consid e rat io ns that  are in tegra l  to edu cationaltechnolog ydeci s i ons . Scholars  have ar gued that techn o lo gy le ade rs sho ul d b e pre paredt o c onsid er per ti nent e thica lissues t hat impact technology i mpleme ntati ons  (Hoffman , 2 0 06) , and tomana ge any uni nte nde d con seq u ences  oft ec hno l ogy ( Cano l e, 2007;K an uka , 20 08; Nworie& H aug hton,  20 0 8). Do cume ntation The liter a ture search st rate g y  in vol v ed e xh austive work o ver  a l ong peri od  that began  in Febr ua r y of2010,when t he auth o r  w a s comp leti ngassignmen tsfo r  the NC Uco u rse ED R700 0,  Educa tional Rese a r ch Strategies. A t tha t timei n 2 010,th e autho r  ide ntified hi s general d issert atio n top ic, and  t he lit era tu re reviewc ommenced,  andcontinu ed  ove r t he seq uenc e o f N CU r es ear ch and di s s er t at io n  co urse s tha tfoll owed from 2010 thr oug h  2012.Th e l i t eratur e  s e a rch strate gyinclu d e d the useo f ge n er a l sea rch en ginessuch as Goo gl e and B ing , the meta- search en g ine  Y ippy  for sea rc hing  m ult ip le search engin es simul taneousl y ,  and s pec i aliz e d sear ch  engines suc h asGo o gle Boo k s , G oogle S c hol ar,  an d Go ogl e Un c le Sam. The researcher s earc hed a n d m inedlibra ry  and aca d emic  databas e s including P roQuest, EBSCOh o st, Gale  Ac a de mi c OneFile , S a ge Ed ucat ion , SA GERefe r e nceO nlin e ,Wils on Omn iFil eFu ll
 and_Tillberg-Webb framework_highlights as a starting_point the_questioning_of how_assumptions_about technology may_correspond to the_philosophical perspectives of technological_determinism or social_determinism_(Strobel & Tillberg-Webb, 2009). After exploring influential foundations in philosophy of technology, the literature_review_analyzes and_synthesizes_the_published body of literature pertaining_to technological determinism and social_determinism, and_their pertinence for the field of educational technology._The_literature review explores_empirical studies in fields outside o f K-12 education,_that provide evidence that philosophy of_technology assumptions, including_assumptions_characterized_by technological determinism, are_an important factor that can influence_technology leadership (Grant et al., 2006;_Jackson & Philip, 2010; Leonardi, 2008; Leonardi_& Jackson, 2004; Prakash & Sinha,_2008). The review explores the_importance of_why educators charged with responsibilities_for technology leadership_should critically_question philosophical assumptions_about technology. For example, the review_explores scholarship that_has maintained that educators who question_philosophical_assumptions about technology_are_better_equipped to_make informed decisions_(Kanuka,_2008), and_are_more cognizant of the importance of_human_agency and responsibility in practicing technology leadership_(Kanuka, 2008; Kritt &_Winegar,_2010; M. Oliver, 2011;_Strobel & Tillberg-Webb, 2009). The_review examines the connection between technology_and values,_and discusses_pertinent ethical considerations that are integral to educational technology decisions. Scholars_have argued that technology leaders should_be prepared to consider_pertinent ethical_issues_that impact technology_implementations_(Hoffman, 2006),_and to manage any unintended consequences of_technology (Canole,_2007; Kanuka, 2008; Nworie & Haughton,_2008). Documentation The literature_search_strategy involved exhaustive work over a_long period that began in February_of 2010, when the author_was_completing_assignments for the NCU course_EDR7000, Educational Research Strategies. At that_time in 2010,_the author identified his general dissertation topic,_and_the literature review commenced, and continued_over_the sequence o f NCU research_and_dissertation_courses that followed from 2010_through 2012. The literature search strategy_included the use of general search engines such as_Google and Bing,_the meta-search engine Yippy for_searching_multiple_search engines simultaneously, and specialized search engines such as Google_Books, Google_Scholar, and Google_Uncle Sam. The researcher searched and mined library and academic_databases including ProQuest, EBSCOhost, Gale Academic OneFile,_Sage Education, SAGE Reference Online, Wilson OmniFile Full