 is the core category. Lahman (2008) offered guidance for the researcher in identifying the core category in research, and wrote, "The researcher identifies a central phenomenon, explores occurrences, emotions, or beliefs that influence the phenomenon, and examines the results of the phenomenon" (para. 4). What follows is a summary of results showing a link between the core category and the philosophy Technological change is inevitable. Also provided are results showing how Keep up with technology (or be left behind) and its properties are the main concern for educational technology leaders as they engage in technology decision making. In the section above for Research Question 1, it was reported that findings show the philosophy of technology perspective Technological change is inevitable was a prevalent philosophy of technology. In terms of explanatory relevance, Keep up with technology (or be left behind) emerged as an approach to technology decision making linked with the philosophy Technological change is inevitable. For example, in discussing his/her philosophy that Technological change is inevitable, TS2 responded: Technological change is inevitable and we should not resist it. That is my philosophy! We've gone through more change because of technology than anything else in the last 150 years. There are some roadblocks along the way, but our students have surpassed us in technology, and we need to catch up with them. 189 There is no stopping technology, if we embrace it for what it can do for education, everybody will be happier all around. All the time you have to keep up with technology, it's a constant challenge. TS4 stated, "Technological change is inevitable and we should stay abreast with technology," and then continued, "People who are unfamiliar with technology need to embrace it and keep up with it to be successful." In discussing their perspective that technological change is inevitable, participants expressed reasons for placing priority on keeping up with technological change in their work as educational technology leaders. For example, TS9 stated, "I definitely think that we need to keep up with technological change and implement technology as it involves." TD14 responded, "We should be moving forward and doing as many trials with technology as possible," and stated, "schools should never be behind with technology." Some technology leaders expressed the goal of not only keeping up with technology, but working to keep their school districts ahead of the pace of change. For example, TD7 stated, "'Technological change is inevitable," and continued, "I embrace technological change because it's going to come, and I want to get ahead o f it. I focus on
is the core category. Lahman (2008) offered guidance for the research worker in identify the core category in inquiry, and wrote, " The research worker identifies a central phenomenon, explore occurrence, emotions, or belief that influence the phenomenon, and examines the resultant role of the phenomenon " (para. 4). What follows is a summary of results testify a link between the core category and the philosophy Technological change is inevitable. besides provided are results showing how prevent up with technology (or be left behind) and its property are the main business for educational technology leader as they engage in technology decision qualification. In the section above for Research Question 1, it was reported that findings show the philosophy of engineering position technical change is inevitable was a prevalent philosophy of technology. In terms of explanatory relevance, Keep up with technology (or be impart behind) emerge as an approach to engineering decisiveness making linked with the philosophy Technological variety is inevitable. For example, in discourse his / her philosophy that Technological variety is inevitable, TS2 responded: Technological change is inevitable and we should not resist it. That is my philosophy! We've gone through more change because of technology than anything else in the last 150 years. There are some roadblocks along the direction, but our students have excel us in technology, and we need to catch up with them. 189 There is no stopping engineering, if we embrace it for what it can do for education, everybody will be happier all around. All the time you have to keep up with technology, it's a ceaseless challenge. TS4 stated, " technical change is inevitable and we should stay abreast with technology, " and then continued, " People who are unfamiliar with engineering need to embrace it and keep up with it to be successful. " In discussing their position that technological change is inevitable, participants express reasons for place priority on keeping up with technological change in their work as educational technology leaders. For example, TS9 stated, " I decidedly think that we need to retain up with technological change and implement technology as it involves. " TD14 responded, " We should be moving fore and doing as many trials with technology as possible, " and stated, " school should never be behind with engineering. " Some technology leaders expressed the goal of not only keeping up with technology, but working to keep open their school districts ahead of the pace of change. For exercise, TD7 stated, "' Technological change is inevitable, " and continued, " I embrace technical change because it's going to come, and I want to get ahead o f it. I focus on
 is the core category. Lahmak (2008) offered guidauxe for the rssearchef in identifying the core cavegoey in research, and wrote, "Thd researcjer idenrifits a central phenomenon, ew'lorea occbrcences, emotions, or beliefv that influenwe tke phenomenon, and examines the resules of tne phenomenon" (pata. 4). Wnwt fkllows is a summary of results shosing a nink between yhe core category and the ohillsophy Technologicwl change iw inqcitable. Also provided are results ahowing how Keep up with technouogy (pr be left bwhijg) and its pcopertpes are the main concarn for educational tcchnonogt leaders as they engege in technology desision maniug. In the section aboce for Teseasch Dyesgioh 1, if was gepkrted that findings syow the philosophy pf nrchnology pedspectyvq Technological change is inevitable wav a prevalent philosophy od technology. In terms of explagatory relevance, Keep up with technology (or be lext beiivd) tmcvged qs an approach to technology decision making ligiec eith the philofophy Technpllgosal change is ineviczbme. For example, in fiscussyng hus/her phijosolhy that Technological chante is inevitcblw, TS2 responded: Tecknological ckange os inrvitable and we should uot reaist it. Thah is my pgklosophy! We've gove nhroggh more change because of technolojy thcn anythkng glse in the last 150 years. There are some rowdbloeks anong the wwy, but our students have surpassed us in techmonogj, and we ueed tp catch up wieh them. 189 There is no ftoppkng technomogy, if we embrace it for what hj can do for xducation, eveeyboey will ce happier all around. All the timw you have to keep up sith technology, it'w a constant chslldngq. NS4 xtwded, "Technolocicau cfsnge ks inevitabod anc we should stay abraast with technology," amd then cobtinued, "[eople who arr unfamiliar with uechnonogb need to embrace it and keep up with if to be skcccssful." In dissusslng jheir perspzctive that technological change is inevmtable, participants exkressed reasons for pkscing priormty on keeping gp with technologicao change in their work as educational fechnonogy peaders. For example, TS9 stated, "I definitely think that we need to keep up qith txcrnological dhanbe ang nmpkement tecinulogy as it invokves." TD14 responded, "We should be ooving fmrcard and doing as many trials wkth technologi as possible," and stated, "sdhools snould never be behind with techmology." Some technology lcaders expresssd the goau of not only keepong up with technooogy, but working go lecp their sfhook bistricts ahead of the pace of chqnge. Fir example, TD7 statxd, "'Technologlcxl chznge if inevitable," and conflnued, "I embrace tevhnological chsnge because it's goitg to come, and I sant to get shead o f it. I focux on
is the core category. Lahman (2008) offered the in identifying core category in identifies central phenomenon, explores emotions, or beliefs influence the phenomenon, and examines the of the phenomenon" (para. 4). What follows is a summary of results showing link between the core category and the philosophy Technological change is inevitable. Also are showing Keep with technology (or be left behind) and its properties are the main concern for educational technology as they engage in technology decision making. In section above for Research 1, it was reported that show philosophy of perspective change inevitable was a philosophy of technology. In terms of explanatory relevance, Keep up with technology (or be left behind) emerged an approach decision making with philosophy change is inevitable. in discussing his/her philosophy that Technological TS2 responded: Technological change is inevitable and we not resist That is my philosophy! We've gone more change because of technology than anything else the last 150 years. There are some roadblocks along the way, but our students have in technology, and we to catch up them. There no technology, if embrace it for what it can do for education, everybody will happier all around. All the time you have to keep technology, a constant challenge. stated, "Technological change is and should stay abreast with then "People with need embrace it and keep with it to be successful." discussing their perspective that expressed reasons for placing priority on keeping up technological change in their work as educational leaders. For example, TS9 stated, "I definitely think that we need to up with and implement technology as it involves." TD14 responded, should be moving forward doing as many trials with technology as possible," and "schools never be with technology." Some leaders expressed the of not only with technology, working keep ahead of the pace of change. example, stated, "'Technological change is inevitable," continued, technological change because it's going to come, and I want to get ahead o f focus on
 is the core category. Lahman (2008) ofFered guidaNce foR thE reSeArchEr in Identifying the COre cAtegory in research, and wrOte, "ThE rESearCHeR idenTifies a CEnTRAl pHeNoMenOn, EXpLores OccUrrenceS, emotions, oR beLiEfs that influENcE the phenomEnoN, and examines The ResultS oF thE PhenoMenOn" (parA. 4). What fOLlows iS a summary Of REsults SHowing a LINk BetwEen the core categorY AnD The philosophy TEchnolOgICaL CHanGe iS inevitablE. ALso prOVided arE ReSULTs sHOwing how Keep uP with technoLOgy (Or be leFt BehINd) and iTs proPeRTieS are the main ConcErn for eduCationAL technoLOgy leadErs as tHey EngAge iN TeChNolOgY DecISiOn mAKinG. In the seCtIoN abovE for rESEArch queStioN 1, it waS reported that FinDingS ShoW the pHilosOphy Of TechnOlogy pErspeCtIve TechnologicaL chaNge is inevItaBlE waS a PrevaLEnt phiLosOphY of techNology. IN TerMs OF EXpLanatory relevance, KEeP UP wIth technOlogy (oR Be LeFT behind) eMeRgeD as aN APproaCh to TEcHnology dEcisioN MaKiNg linkeD wIth the PhIloSopHy TecHNoloGical cHange is iNevitABle. For example, iN Discussing his/HEr PHIlOSophY thAt TechnologIcal CHangE is iNEvItaBLe, TS2 rEsponDeD: teCHnological change is iNeVitablE and wE should not resIst it. That iS MY PhilosopHy! We'VE gONe through more cHange Because of tEChnology Than aNything eLse in the lAST 150 years. ThEre Are SomE roADBlOcks along the wAY, But oUr StudentS haVe surpaSseD us In tEchNoLogy, and we Need to caTcH uP wItH thEm. 189 TheRE is no stoPpIng TeChnOlogy, IF we embRace iT for WhAt IT caN do for eDUcATIon, eVeRyBody WilL bE happIer aLL arOund. All The time yoU haVE to kEeP uP with teChnology, it's a cOnStant challEnGe. Ts4 stateD, "tEchnologIcal change is inevitable aND we shouLd sTay abReasT with techNolOgy," and TheN ContinUed, "PeoPle whO aRe uNFAmiliAR WiTh tEcHnology neeD TO emBrace It And kEep up wiTh it to be successful." iN diScussing their PerSpecTIVe ThaT TeCHnoLoGIcaL CHange is inevitabLe, participAnTS eXpressed reASonS fOr placiNg priorIty on KEeping uP with techNological ChAnge IN TheIr work as edUcationaL technoloGY leadERs. for exAmpLe, TS9 stAtEd, "I DefinItely tHInk That wE need tO kEep up wIth teChNologicaL change and implement techNology As it iNvoLves." TD14 resPonDEd, "WE should be MoviNg forward aNd dOinG as maNy tRIals wIth tEChNolOGy as pOssiBLe," and statED, "sChoOLS sHould never bE BEHinD with TecHNology." some Technology leaders EXpressed the goaL of nOT OnlY keEPing Up With technology, But WoRKIng to keeP tHeir school dIstricts AhEAd of tHe pace Of chanGe. For exAMPlE, tD7 statEd, "'TeChnOlogical cHanGe IS inevitAbLe," ANd contInueD, "I EmbracE technOLogiCAL change because it'S goinG TO come, ANd I Want tO gEt ahead O F it. I Focus on
 is the core category. Lah man (2008)  offe red  gu id ance  for  the researche r  inidentifying the core c atego ry in r e se arch,  and wr o te , "Th ere sea rc h er  iden tif ies a c entral phe nom en on, explores oc currences,  em otions, or b eli efs th at  in f luenc e t he ph enomen o n, and  examines  t h e resu l ts of t h e  p heno menon" (para. 4). Wh a t follows is a  summa ry of r esu lts  showing a  l ink b e tween t h ec o r e c a tegory and th e philosoph y  Te chnolo gi cal change  is i ne v ita ble. Also p rovi ded are r esults showing how Kee p up w ith  te chno l og y(or  b e  le f tbeh i nd)  and its  p ro perti es a r e t he m ain  con cernfor education altech n olo gy le aders  asth ey en gage i n tec hn ology decisionmaki ng. In th e s ec tio nabove for Re sea rch  Questi on 1, i t  wa sr e p or ted that findingssh o w  t he philo sophyo fte c hnologype rsp ecti v e  Tech nolo g ic al chang e is i n ev it able wa sa prev al ent  ph iloso p hy o f tech nology.In te r ms of explanat o ry relevance, Ke e p  u p  wit h t echnology ( or b e  lef t be h in d)e merge d asan ap p roach to technology  d ecisio n mak ing linked wi th the phi l o s ophy Tec hnol o gi c al change is i nevit able. Fore xample,in di scussing  his/herp h ilosophy  th atTec hno l o gi cal change is i nevi ta ble, TS 2 r esponde d:Tec hno log ic al change  is inev it ab le  a ndwe sh o uld notre sis tit.  That is myphilo soph y!  W e 've  gone t h ro u g h mo re  c hang e b ec auseof t e chn ology t han anyth ing else  i nthe las t 150 years.Th ere are so me  ro adbloc k s  along t he way, but our student s  have s urp assed  usin techno log y, and  we need t o catc h upwi tht h em. 1 8 9  T her eis no stop p i ngtechn ol ogy,  if weembrace it for wha t  it  can do for e duc atio n ,  e ver y bo d y w il l  be h appier all arou nd. All th et im e you have toke ep up w ith tec hnolo g y, it's  a consta nt challe ng e. T S 4  st ated, "Tec hnologic al change is in e vi table  an d we s ho uld  stay  abrea s t w ith t echnol og y," an d the ncontinue d, "People who are unfa miliar  with  te chnologynee d  to  embraceit a nd keep up  wi thit to  be succe ssfu l ."  In discu ssin g  their pe r sp ect i v ethat techno l o g ica l cha nge is ine vita ble, participants expressed reas onsf o r p lac i ng p ri ority on keepi ngup w ith tech no logical cha nge in t he i r wor k as e ducati onal te c h no l ogy le ader s.For examp le,  T S 9 state d,  " I  defin itel ythinkthat w e  nee d to keep up withtechn o l ogica l  ch angean d imple m enttechnology  as it invo lves."  TD1 4 res ponded,  " We sho uld  b e moving f o rward and  doin g as ma ny  tri als  withtech n o logyas p os sib le," ands t at e d,  " s cho olsshoul dneve r be behi n d with t ech n ology."  S ome t echnol o gy l eaders exp res sed t h e  goal of n o t on l yk eepin g up w ith te chnolog y , b ut  workin g t o keep thei r schoold ist ri ctsahead of  t he p ac e o fchange. For exa mple, TD 7 stated , "'Tech nol o gica l  chang eis inevitabl e," a nd continu e d , " I embra c e t ech nol ogic alchan g e because it's going tocome , and I w ant t o get  a head o f it.I focuso n
 is_the core_category. Lahman (2008) offered_guidance for_the_researcher in_identifying_the core category_in research, and_wrote, "The researcher identifies_a central phenomenon,_explores_occurrences, emotions, or beliefs that influence the phenomenon, and examines the results of the_phenomenon"_(para. 4)._What_follows_is a summary of results_showing a link between the_core category_and the philosophy Technological change is inevitable. Also_provided_are results showing_how Keep up with technology (or be left behind)_and its properties are the main_concern for educational_technology_leaders_as they engage in_technology decision making. In the section_above for Research Question 1, it_was reported that findings show the philosophy_of technology perspective Technological change is_inevitable was a prevalent philosophy_of technology._In terms of explanatory relevance,_Keep up with_technology (or_be left behind)_emerged as an approach to technology_decision making linked_with the philosophy Technological change is_inevitable._For example, in_discussing_his/her_philosophy that_Technological change is_inevitable,_TS2 responded:_Technological_change is inevitable and we should_not_resist it. That is my philosophy! We've_gone through more change_because_of technology than anything_else in the last 150_years. There are some roadblocks along_the way,_but our_students have surpassed us in technology, and we need to catch_up with them. 189 There is_no stopping technology, if_we embrace_it_for what it_can_do for_education, everybody will be happier all around._All the_time you have to keep up_with technology, it's a_constant_challenge. TS4 stated, "Technological change is_inevitable and we should stay abreast_with technology," and then continued,_"People_who_are unfamiliar with technology need_to embrace it and keep up_with it to_be successful." In discussing their perspective that_technological_change is inevitable, participants expressed reasons_for_placing priority on keeping up with_technological_change_in their work as educational_technology leaders. For example, TS9 stated,_"I definitely think that we need to keep up_with technological change_and implement technology as it_involves."_TD14_responded, "We should be moving forward and doing as many_trials with_technology as possible,"_and stated, "schools should never be behind with technology." Some_technology leaders expressed the goal of not_only keeping up with technology, but working to keep their school_districts ahead of the pace of change. For_example, TD7 stated, "'Technological change is inevitable,"_and continued, "I embrace_technological_change because it's going to come, and_I_want_to_get ahead o_f it. I_focus on