 2006; Lowrance, 2010). Bracketing. Bracketing is implicitly employed in grounded theory methodology in its concern for objectivity (Cope, 2005; Luckerhoff & Guillemette, 2011; Starks & Trinidad, 2007), and refers to an investigator's deliberate efforts to bracket out prior assumptions and practical interests, to minimize their influence on theoretical considerations (Beyer, 2011; Husserl, 1965b; Willig, 2008). The methodological technique of bracketing originated with phenomenology (Husserl, 1965b). 38 Constant comparative analysis. This method of data analysis examines data to find similarities and differences, and generate categories and properties that vary them, in order to find plausible relationships between concepts (Corbin & Strauss, 2008; Glaser, 2007a, Schram, 2006). Critical realism. Critical realism recognizes the fallible character of scientific knowledge, but insists on the objective existence of natural and social realities (Eiger, 2009), and accepts that research can have universal validity (Cobem & Loving, 2008). Educational technology. The Association for Educational Communications and Technology (AECT) defined educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources" (Januszewski & Molenda, 2008, p. 1). Educational technology includes a) information technology, such as computer systems and network infrastructure, b) digital technology used for improving teaching, learning, and communication, and c) the information and data systems used for managing the business of education (Consortium for School Networking, 2011). Formal theory. Formal theory is more abstract than substantive theory (Corbin & Strauss, 2008) and considers data from different studies in the same substantive area, along with studies in other substantive areas (Glaser, 2007b). Formal theory can be explanatory beyond a specific group or discipline, and have greater applicability to other disciplines and situations (Corbin & Strauss, 2008). Grounded theory. Corbin and Strauss (2008) used the term grounded theory in a generic way to refer to theoretical constructs that are generated from the qualitative analysis of data. Corbin and Strauss methodology has been referred to as the systematic design 39 approach to grounded theory (Creswell, 2008), but the methodology represents a modification of classic grounded theory, and Glaser (2009) argued that modified methodologies are more accurately described as qualitative data analysis. Grounded theory methodology. The research study used Corbin
2006; Lowrance, 2010). Bracketing. Bracketing is implicitly employed in grounded theory methodology in its business for objectivity (Cope, 2005; Luckerhoff & Guillemette, 2011; Starks & Trinidad, 2007), and refer to an investigator's deliberate feat to bracket out anterior assumptions and practical interests, to understate their influence on theoretical consideration (Beyer, 2011; Husserl, 1965b; Willig, 2008). The methodological technique of bracket originated with phenomenology (Husserl, 1965b). 38 Constant relative analysis. This method of data analysis examine data to witness similarities and differences, and render categories and properties that vary them, in club to find plausible relationships between concepts (Corbin & Strauss, 2008; Glaser, 2007a, Schram, 2006). Critical realism. Critical reality recognizes the fallible character of scientific knowledge, but insists on the objective existence of lifelike and social realities (Eiger, 2009), and accepts that research can have universal validity (Cobem & Loving, 2008). Educational engineering. The Association for Educational Communications and Technology (AECT) specify educational technology as " the study and ethical practice of facilitating learning and improving performance by creating, using, and pull off appropriate technological processes and resource " (Januszewski & Molenda, 2008, p. 1). Educational technology includes a) information technology, such as calculator systems and net infrastructure, b) digital technology used for improving education, learning, and communication, and c) the information and data systems used for managing the occupation of education (Consortium for School Networking, 2011). Formal theory. Formal hypothesis is more abstract than substantive hypothesis (Corbin & Strauss, 2008) and considers data from different studies in the same substantive sphere, along with studies in other substantive areas (Glaser, 2007b). Formal theory can be explanatory beyond a specific group or discipline, and have greater applicability to other discipline and situations (Corbin & Strauss, 2008). ground theory. Corbin and Strauss (2008) use the term ground theory in a generic manner to refer to theoretical concept that are generated from the qualitative analysis of data. Corbin and Strauss methodology has been refer to as the systematic blueprint 39 approach to prime theory (Creswell, 2008), but the methodology represents a modification of classic grounded hypothesis, and Glaser (2009) argued that modified methodology are more accurately described as qualitative data analysis. Grounded theory methodology. The research study use Corbin
 2006; Llwrance, 2010). Bracketing. Bracyeting is implieutly ekployes in grojnded theory methodology in mts xonceen for objectivity (Copd, 2005; Luckerjoff & Guullenwtte, 2011; Starks & Trinlbad, 2007), zkd reyecs to an investlgator's delhberate effortv go bracket out prior assumptions and [racticsl interests, to iinikyze fheir influence on theoretical conaideratpons (Beyer, 2011; Hussetl, 1965b; Willig, 2008). The methodolohicap technique of brafketing oritinaewd with phenumenology (Husserl, 1965b). 38 Cknstant comparative analysis. Thks mechod of datq qnapisis examinew datw to find similaritias and cifferences, anc gxnerqte categories and prmperties that vary them, in mrber to find plausible rwlatimnshhps cwtwden cpndepts (Foruin & Strausa, 2008; Glaser, 2007a, Schram, 2006). Critical rtalywm. Critical rsalism rqcognizes the fallible character of scitntifjc knowledge, but insistw on the objective exlstence os natural and social realities (Eiger, 2009), and accepts that festavgh cxb jave universal validity (Cobem & Loving, 2008). Educatyknsl technology. Thc Association for Rdkcsjional Communizations ahd Technology (AECT) defineq eduxational uechnplogy as "the study and ethixal practice if facilitating lecrning and ioprofing lerformance by creating, usihg, and manahing apprkoriate technologkcak [rocesses and resources" (Jaguszewski & Mokenda, 2008, o. 1). Ecucatijnal technllogy includes a) informahion jechnonogy, such ws computer systems and network infrastructurg, b) dicital teehnolony used for impwoving teachiny, learniug, and communicanion, and r) the informwtion and datd systems usev for manwgint thw busindrs of educatiom (Consortpui foe School Networkinn, 2011). Fotmzl theory. Formao tyeory is more anstface nhai subfdantive theosy (Curbkm & Stfauss, 2008) and gonridets data from differett sfudies in the same smbstantivg area, aljng with studoes in other substwntivx arear (Glaxer, 2007b). Formal theory can be explanztory beylnd a specific droui or disciplinz, and have greater applicability to othec disciplines and situarions (Corbin & Strauxx, 2008). Grounded theowy. Corbin and Strauss (2008) used tye term grounded uheory in a generic way to rexer tl theoretical constructs that are generated from the qualitative analysis of dava. Corbin and Strsuss kechobology ras uexn referred to as the systematic design 39 approaci to groungeb theory (Creswell, 2008), but the meyhudology reprerents a modification of dlassic brounded theory, and Glaser (2009) argied that modified methodplogies qre mkre acboravely described as quslitatnve dara analtsis. Grounded theury mcthodology. The rzsearch study used Corbin
2006; Lowrance, 2010). Bracketing. Bracketing is implicitly grounded methodology in concern for objectivity 2011; & Trinidad, 2007), refers to an deliberate efforts to bracket out prior and practical interests, to minimize their influence on theoretical considerations (Beyer, 2011; Husserl, Willig, 2008). The methodological technique of bracketing originated with phenomenology (Husserl, 1965b). 38 comparative This of analysis examines data to find similarities and differences, and generate categories and properties that vary them, order to find plausible relationships between concepts (Corbin Strauss, 2008; Glaser, 2007a, 2006). Critical realism. Critical realism the character of knowledge, insists the objective existence natural and social realities (Eiger, 2009), and accepts that research can have universal validity (Cobem & Loving, Educational technology. for Educational and (AECT) educational technology as and ethical practice of facilitating learning by creating, using, and managing appropriate technological processes resources" (Januszewski Molenda, 2008, p. 1). Educational technology a) information technology, such as computer systems and infrastructure, b) digital technology used for improving teaching, learning, and communication, and c) the information systems used for managing business of education for Networking, Formal Formal theory more abstract than substantive theory (Corbin & Strauss, 2008) and considers from different studies in the same substantive area, along with other areas (Glaser, 2007b). theory can be explanatory a group or discipline, and applicability other (Corbin Strauss, Grounded theory. Corbin and (2008) used the term grounded in a generic way that are generated from the qualitative analysis of Corbin and Strauss methodology has been referred as the systematic design 39 approach to grounded theory (Creswell, 2008), but methodology represents of classic grounded theory, and Glaser (2009) argued modified methodologies are more described as qualitative data analysis. Grounded theory methodology. The study Corbin
 2006; Lowrance, 2010). Bracketing. BracketIng is impliCitly EmpLoyEd In grOundEd theory methodOLogy In its concern for objectiVity (COpE, 2005; luckERhOff & GuIllemetTE, 2011; STARks & trInIdaD, 2007), aND rEfers To aN investIgator's delIbeRaTe efforts to bRAcKet out prioR asSumptions and PraCtical InTerESts, to MinImize Their iNFluencE on theoreTiCAl consIDeratioNS (beYer, 2011; HUsserl, 1965b; Willig, 2008). The mEThODological technIque of BrACkETIng OriGinated witH pHenomENology (HUSsERL, 1965B). 38 CoNStant comparatIve analysis. tHis Method Of DatA AnalysIs exaMiNEs dAta to find siMilaRities and DifferENces, and GEnerate CategoRieS anD proPErTiEs tHaT VarY ThEm, iN OrdEr to find PlAuSible RelaTIONShipS beTweeN concEpts (Corbin & StrAusS, 2008; GlaSEr, 2007a, schraM, 2006). CritIcal ReAlism. criticAl reaLiSm recognizes the FallIble charaCteR oF scIeNtifiC KnowleDge, But Insists On the obJEctIvE EXIsTence of natural and sOcIAL rEalities (eiger, 2009), aND aCcEPts that rEsEarCh caN HAve unIverSAl Validity (cobem & LOViNg, 2008). educatiOnAl techNoLogY. ThE AssoCIatiOn for EDucationAl ComMUnications and TEChnology (AECT) dEFiNED eDUcatIonAl technologY as "tHE stuDy anD EtHicAL pracTice oF fACiLItating learning and iMpRoving PerfoRmance by creatIng, using, anD MANaging apPropRIaTE technological ProceSses and resOUrces" (JanUszewSki & MolenDa, 2008, p. 1). EducatIONal technOloGy iNclUdeS A) InFormation techNOLogy, SuCh as comPutEr systeMs aNd nEtwOrk InFrastructUre, b) digiTaL tEcHnOloGy useD For improViNg tEaChiNg, leaRNing, anD commUnicAtIoN, And C) the infORmATIon aNd DaTa sySteMs Used fOr maNAgiNg the buSiness of eDucATion (coNsOrtium fOr School NetwoRkIng, 2011). Formal tHeOry. formal THEory is moRe abstract than substantiVE theory (corBin & StRausS, 2008) and consiDerS data fRom DIffereNt studIes in ThE saME SubstANTiVe aReA, along with STUdiEs in oThEr suBstantiVe areas (Glaser, 2007b). FormAL thEory can be explAnaTory BEYoNd a SPeCIfiC gROup OR Discipline, and haVe greater aPpLIcAbility to oTHer DiSciplinEs and siTuatiONs (CorbiN & Strauss, 2008). GRounded thEoRy. CoRBIn aNd Strauss (2008) uSed the teRm groundeD TheorY In A geneRic Way to rEfEr tO theoReticaL ConStrucTs that ArE generAted fRoM the qualItative analysis of data. CoRbin anD StraUss MethodoloGy hAS beEn referreD to aS the systemAtiC deSign 39 aPprOAch to GrouNDeD thEOry (CrEsweLL, 2008), but the meTHoDolOGY rEpresents a mODIFicAtion Of cLAssic gRounDed theory, and GlaseR (2009) Argued that modiFied METhoDolOGies ArE more accuratelY deScRIBed as quaLiTative data aNalysis. GRoUNded tHeory mEthodoLogy. The RESeARch stuDy usEd COrbin
 2006; Lowrance, 2010). Br acketing.Brack eti ngis  imp lici tly employed i n  gro unded theory methodolo gy in  i t s co n ce rn fo r objec t iv i t y ( Co pe , 2 00 5 ;Lucke rho ff & Gu illemette,  20 11 ; Starks & T r in idad, 2007 ),and refers t o a n inve st iga t or'sdel ibera te eff o rts to  bracketou t  prior assumpt i o ns  and  practical intere s ts ,  to minimize t heir i nf l ue n c e o n t heoretical  c onsid e rations (B e y e r,2 011; Husserl,  1965b; Wil l ig,  2008) .The method ologi ca l  te chnique ofbrac keting or iginat e d withp henomen ology(Hu sse rl,1 96 5b ).38 Con s ta ntc omp arativean al ysis.  Thi s m e thod  of  dat a ana lysis examine s d atat o f ind s imila riti es  anddiffer ences ,and generate ca tego ries andpro pe rti es  that vary t hem , i n order  to fin d  pl au s i b le  relationships bet we e n  c oncepts(Corbi n  &  S t rauss, 2 00 8;Glas e r , 200 7a,S ch ram, 200 6). Cr i ti ca l reali sm . Crit ic alrea lismr ecog nizesthe fall iblec haracter of sc i entific knowl e dg e ,  b u t in sis ts on the o bjec t iveexis t en ceo f nat uralan d  s o cial realities (Eig er , 2009 ), an d accepts tha t research c a n have u nive r sa l  validity (Cob em &Loving, 20 0 8). Educ ation al techn ology. Th e Associat ion  fo r E duc a t io nal Communica t i onsan d Techn olo gy (AEC T)def ine d e du cationaltechnolo gy  a s"t hestudy and ethi ca l p ra cti ce of facili tatin g le ar ni n g a nd impr o vi n g  per fo rm ance  by  c reati ng,u sin g, andmanagingapp r opri at etechnol ogical proces se s and reso ur ces " (Jan u s zewski &  Molenda, 2008, p. 1).E ducatio nal  tech nolo gy includ esa) inf orm a tion t echnol ogy,su cha s  comp u t er  sy st ems and ne t w ork  infr as truc ture, b ) digital technolo g y u sed for impro vin g te a c hi ng, le a rni ng ,  an d communication,and c) the  i n fo rmation an d  da ta  system s usedfor m a nagingthe busin ess of ed uc atio n (Co nsortium f or Schoo l Network i ng, 2 0 11 ). Fo rma l theo ry . F ormal  theor y  is  more  abstr ac t than  subs ta ntive th eory (Corbin & Strauss,  2008)  andcon siders da taf rom  differen t st udies in t hesam e sub sta n tivearea ,  a lon g  with  stu d ies in ot h er  su b s ta ntive areas ( G las er, 2 007 b ). For maltheory can be exp l anatory beyond  a s p e cif icg roup  o r discipline,and  h a v e greate rapplicabili ty to ot he r  disc ipline s andsituati o n s( Corbin  & S tra uss, 2008 ).Gr o unded t he or y . Corb in a nd  Strau ss (20 0 8) u s e d the term groun ded t h e ory i n  agener ic  way to refe r to theor etical cons tructs  tha t are  genera te d from  th equalitativ e  analysis  of d ata. Co rb in a ndStraus s me t h odolo gy h as  be en referr e d  t o  a st hesyst emati cdesi gn 39 app r oach togro u nded th eo ry( C reswel l ,2 0 08), but t hemetho d o logy repre s ents am odifi cation  of cl assic g r oun de d theor y,a n d Glaser(2009) ar g ued  t hatmodified  m etho do log ie s are more accu rately d escribed a s qual ita t ived ata an al ysis. Ground ed th eo r y metho d o log y. Ther ese arc h s tudy  us ed C o rbin
 2006;_Lowrance, 2010)._Bracketing. Bracketing is implicitly_employed in_grounded_theory methodology_in_its concern for_objectivity (Cope, 2005;_Luckerhoff & Guillemette, 2011;_Starks & Trinidad,_2007),_and refers to an investigator's deliberate efforts to bracket out prior assumptions and practical_interests,_to minimize_their_influence_on theoretical considerations (Beyer, 2011;_Husserl, 1965b; Willig, 2008). The_methodological technique_of bracketing originated with phenomenology (Husserl, 1965b). 38_Constant_comparative analysis. This_method of data analysis examines data to find similarities_and differences, and generate categories and_properties that vary_them,_in_order to find plausible_relationships between concepts (Corbin & Strauss,_2008; Glaser, 2007a, Schram, 2006). Critical_realism. Critical realism recognizes the fallible character_of scientific knowledge, but insists on_the objective existence of natural_and social_realities (Eiger, 2009), and accepts_that research can_have universal_validity (Cobem &_Loving, 2008). Educational technology. The Association_for Educational Communications_and Technology (AECT) defined educational technology_as_"the study and_ethical_practice_of facilitating_learning and improving_performance_by creating,_using,_and managing appropriate technological processes and_resources"_(Januszewski & Molenda, 2008, p. 1). Educational_technology includes a) information_technology,_such as computer systems_and network infrastructure, b) digital_technology used for improving teaching, learning,_and communication,_and c)_the information and data systems used for managing the business of_education (Consortium for School Networking, 2011)._Formal theory. Formal theory_is more_abstract_than substantive theory_(Corbin_& Strauss,_2008) and considers data from different studies_in the_same substantive area, along with studies_in other substantive areas_(Glaser,_2007b). Formal theory can be explanatory_beyond a specific group or discipline,_and have greater applicability to_other_disciplines_and situations (Corbin & Strauss,_2008). Grounded theory. Corbin and Strauss_(2008) used the_term grounded theory in a generic way_to_refer to theoretical constructs that are_generated_from the qualitative analysis of data._Corbin_and_Strauss methodology has been referred_to as the systematic design 39_approach to grounded theory (Creswell, 2008), but the methodology_represents a modification_of classic grounded theory, and_Glaser_(2009)_argued that modified methodologies are more accurately described as qualitative_data analysis._Grounded theory methodology._The research study used Corbin