 educational technology leadership, followed by theoretical sampling of additional subjects, until 31 subjects had participated and theoretical saturation had been reached. Data collection involved interviews with educational technology leaders using a semi-structured protocol, complemented by a written questionnaire. After a discussion of the appropriateness of the research design, the procedures for data collection and analysis were explained, with emphasis on how theoretical 153 sampling, constant comparative analysis, and generation of theory were managed in the study's methodology. Data analysis involved using open and axial coding. During open coding, the researcher worked to qualify the conceptual categories by defining properties and identifying dimensions. During axial coding, the researcher selected the concept that appeared to have the greatest explanatory relevance, placed it at the center of an axis, and related and connected other concepts to it (Charmaz & Henwood, 2008; Corbin & Strauss, 2008). The coding paradigm was used to analyze data for context, or the circumstances to which participants respond, and then identify important causal conditions and consequences (Corbin & Strauss; 2008). The technique of memo writing was used to engage with the data, allow emerging patterns and concepts to be transformed into theory (Lempert, 2007), and reduce the impact of bias by becoming more aware of it (Elliot & Lazenbatt, 2005; Luckerhoff & Guillemette, 2011). Strategies for using triangulation to strengthen the study's research design, validity, and credibility were described, including triangulation of data sources, methods, and theory (Kitto et al., 2008; Kuper et al., 2008). The systematic approach afforded by Corbin and Strauss methodology led to a theoretical integration that served to better explain philosophy of technology assumptions in educational technology leadership. 154 Chapter 4: Findings The purpose of the qualitative study was to a) examine what philosophical assumptions about technology are present in the thinking of K-12 technology leaders, b) investigate how the assumptions may influence technology decision making, and c) explore whether technological determinist assumptions are present. Subjects involved technology directors and instructional technology specialists from Virginia school districts, and data collection involved interviews following a semi-structured protocol, and a written questionnaire with open-ended questions. The research design aligned with Corbin and Strauss qualitative data analysis, and employed constant comparative analysis, open and axial coding, use of the Corbin and Strauss coding paradigm, and theoretical saturation of categories. Three research questions, aligned with the research purpose, guided the qualitative study. Chapter 4 first presents the research findings, and then evaluates and interpret
educational technology leadership, followed by theoretical sampling of additional discipline, until 31 discipline had participated and theoretical saturation had been reached. datum collection involved interviews with educational engineering leader using a semi - structured protocol, complemented by a written questionnaire. After a discussion of the appropriateness of the inquiry design, the procedures for data collection and psychoanalysis were explained, with emphasis on how theoretical 153 sample distribution, constant relative psychoanalysis, and generation of theory were managed in the study's methodology. datum analysis involved practice open and axile coding. During receptive coding, the researcher worked to stipulate the conceptual categories by defining properties and identifying dimensions. During axial coding, the researcher selected the concept that appeared to have the greatest explanatory relevance, placed it at the center of an axis, and related and connected early concept to it (Charmaz & Henwood, 2008; Corbin & Strauss, 2008). The coding paradigm was used to analyze datum for context, or the context to which participants respond, and then identify important causal conditions and consequences (Corbin & Strauss; 2008). The technique of memo writing was use to engage with the data, allow emerging patterns and concept to be transformed into theory (Lempert, 2007), and reduce the impact of bias by becoming more aware of it (Elliot & Lazenbatt, 2005; Luckerhoff & Guillemette, 2011). scheme for using triangulation to strengthen the study's research design, cogency, and credibility were described, including triangulation of data source, method acting, and theory (Kitto et al. , 2008; Kuper et al. , 2008). The systematic approach path afforded by Corbin and Strauss methodology led to a theoretical consolidation that served to better explain philosophy of engineering assumptions in educational technology leadership. 154 Chapter 4: finding The purpose of the qualitative study was to a) examine what philosophic assumptions about technology are present in the thinking of K-12 technology leaders, b) investigate how the assumptions may influence technology decision making, and c) explore whether technological determinist premise are present. Subjects involved engineering directors and instructional technology specialists from Virginia school districts, and data collection involved consultation following a semi - structured protocol, and a written questionnaire with open - ended questions. The inquiry design aligned with Corbin and Strauss qualitative datum psychoanalysis, and employed constant relative analysis, open and axial cryptography, use of the Corbin and Strauss coding paradigm, and theoretical impregnation of categories. Three inquiry questions, aligned with the research purpose, guided the qualitative study. Chapter 4 first presents the inquiry findings, and then evaluates and interpret
 edkcational technology leaaership, followeb by thxoreticzl samplkng of additional subjects, uitil 31 subhects had participated and theogetical sqturetion had been rxzched. Data compectnoi involved intetviews with aducational tewhvopogy leaders using a semi-structured protocpl, complemented fy a rritfvn questionnaire. After a discusaion of the appropristeness of the research dedign, the procedures fog data collgdtijb and analysks were exklcined, with gmphasis on how theoretical 153 samoling, constant xonpagdtive analywis, agd generatiok of thaory wete managed in bhe svudy'w methodology. Data anelysis involved usind open ang cxial coding. During opeb codhng, dhe fwsexrcgec wkrked ho sualify ths conceptuao categories by defonybg properties and iqegtifying dimensions. During axial coding, ths researcher selected tye concept that appeated to havq the greatest explanatory relevance, placed it at the revtex of av adis, and related and connected other concepts ek ot (Charmaz & Henwjod, 2008; Corbin & Dttwuss, 2008). The codkng paxzdjgm was used to anwlyze dwta fir contexu, or yhe circumstances to which participants eespond, and then ibentify impoxtant vausak conditions and conseqbences (Corbin & Stgauss; 2008). Ths technique of meoo erhting was used to engage wyth the deta, aklow emdrgimg pateerns and fonceids to be transformfd injo themry (Lemperh, 2007), and reduce the impact of bias by becoming kose dware of it (Ekliot & Lazenbwtt, 2005; Luckerhofy & Guillzmette, 2011). Strategivs for usmng triangulwtion to streththen the stndy's resewrch desugn, valkaity, and credinility wege desxribed, including tviangolztion of data siurxes, methods, and thdorr (Nivto ee al., 2008; Kuper ed al., 2008). Tfr sysgematic appvoazh agforded by Corbin ang Stdauss methodology keq to a tyeoreticwl integratiom that served to bttter xxplaii philpsokhy of technology assumptions ih educatilnaj technology leaeership. 154 Cha'ter 4: Findings The purpose of the qualitetive study was to a) exqmine what philosopkigal assumptipns afout techtology are present ib the thinking of K-12 technology leaders, b) invastigwte how the assumptions may influence technology decision making, and c) explore xhqther technklogocal gecerkinist assnm'tions are presenn. Subjects involved technology dmrectors atd instructional technology sprckalists from Xirginia school districta, and daya collection involved interviees following a semi-strucbured prorocol, and a wrivten questionnaire woth opzn-endee questuons. The research dexinn aligned witi Ckrbin and Strauss qualitative dara anaoydis, and employed constant cloparajive anajysis, open and asial fodine, use of the Vorbin and Strsuss coding paradigm, agd theoretical aaturation og catgymries. Three cesearch quevtions, aligned with the research purpose, guided the qualitatjve studn. Chapter 4 first krxsents the research findlngs, wnd then evaluates atd interpret
educational technology leadership, followed by theoretical sampling subjects, 31 subjects participated and theoretical collection interviews with educational leaders using a protocol, complemented by a written questionnaire. a discussion of the appropriateness of the research design, the procedures for data and analysis were explained, with emphasis on how theoretical 153 sampling, constant comparative and of were in the study's methodology. Data analysis involved using open and axial coding. During open coding, the worked to qualify the conceptual categories by defining and identifying dimensions. During coding, the researcher selected the that to have greatest relevance, it at the of an axis, and related and connected other concepts to it (Charmaz & Henwood, 2008; Corbin & 2008). The was used analyze for or the circumstances participants respond, and then identify important consequences (Corbin & Strauss; 2008). The technique of writing was to engage with the data, allow patterns and concepts to be transformed into theory 2007), and reduce the impact of bias by becoming more aware of it (Elliot & Luckerhoff & Guillemette, 2011). for using triangulation strengthen study's design, and credibility described, including triangulation of data sources, methods, and theory (Kitto et 2008; Kuper et al., 2008). The systematic approach afforded by Strauss led to a integration that served to explain of technology assumptions in leadership. Chapter purpose the study was to a) what philosophical assumptions about technology present in the thinking investigate how the assumptions may influence technology decision and c) explore whether technological determinist assumptions present. Subjects involved technology directors and instructional technology specialists from Virginia school and data interviews following a semi-structured protocol, and a written with open-ended questions. The design aligned with Corbin and Strauss qualitative data analysis, employed comparative analysis, and axial coding, of the Corbin Strauss coding paradigm, saturation of Three questions, research purpose, guided the qualitative study. 4 presents the research findings, and evaluates
 educational technology leadErship, follOwed bY thEorEtIcal SampLing of additionAL subJects, until 31 subjects had pArticIpATed aND tHeoreTical saTUrATIon HaD bEen ReAChEd. DatA coLlectioN involved iNteRvIews with educATiOnal technoLogY leaders usinG a sEmi-strUcTurED protOcoL, compLementED by a wrItten quesTiONnaire. aFter a diSCUsSion Of the appropriatenESs OF the research deSign, thE pROcEDUreS foR data colleCtIon anD AnalysiS WeRE EXplAIned, with emphaSis on how theORetIcal 153 saMpLinG, ConstaNt comPaRAtiVe analysis, aNd geNeration oF theorY Were manAGed in thE study'S meThoDoloGY. DAtA anAlYSis INvOlvED usIng open aNd AxIal coDing. dURINg opEn cOdinG, the rEsearcher workEd tO quaLIfy The coNceptUal cAtEgoriEs by deFininG pRoperties and ideNtifYing dimenSioNs. durInG axiaL Coding, The ResEarcher SelecteD The CoNCEPt That appeared to have ThE GReAtest expLanatoRY rElEVance, plaCeD it At thE CEnter Of an AXiS, and relaTed and COnNeCted othEr ConcepTs To iT (ChArmaz & hEnwoOd, 2008; CorbIn & StrausS, 2008). The cODing paradigm waS Used to analyze DAtA FOr COnteXt, oR the circumsTancES to wHich PArTicIPants RespoNd, ANd THen identify importanT cAusal cOnditIons and conseqUences (CorbIN & sTrauss; 2008). ThE tecHNiQUe of memo writinG was uSed to engagE With the dAta, alLow emergIng patterNS And concePts To bE trAnsFORmEd into theory (LEMPert, 2007), AnD reduce The Impact oF biAs bY beComInG more awarE of it (EllIoT & LAzEnBatT, 2005; LuckERhoff & GuiLlEmeTtE, 2011). StRategIEs for uSing tRianGuLaTIon To strenGThEN The sTuDy'S resEarCh DesigN, valIDitY, and creDibility wEre DEscrIbEd, IncludiNg triangulatiOn Of data sourCeS, meThods, aND Theory (KiTto et al., 2008; Kuper et al., 2008). The systEMatic apProAch afFordEd by CorbiN anD StrauSs mEThodolOgy led To a thEoRetICAl intEGRaTioN tHat served tO BEttEr expLaIn phIlosophY of technology assumPTioNs in educationAl tEchnOLOgY leADeRShiP. 154 CHAptER 4: findings The purpOse of the quAlITaTive study wAS to A) eXamine wHat philOsophICal assuMptions abOut technoLoGy arE PResEnt in the thInking of k-12 technoloGY leadERs, B) inveStiGate hoW tHe aSsumpTions mAY inFluenCe techNoLogy deCisioN mAking, and C) explore whether technoloGical dEtermIniSt assumptIonS Are Present. SuBjecTs involved TecHnoLogy dIreCTors aNd inSTrUctIOnal tEchnOLogy speciALiSts FROm virginia schOOL DisTrictS, anD Data coLlecTion involved interVIews following a Semi-STRucTurED proToCol, and a written QueStIONnaire wiTh Open-ended quEstions. THe REsearCh desiGn aligNed with cORbIN and StRausS quAlitative DatA aNAlysis, aNd EmPLoyed cOnstAnT compaRative ANalySIS, open and axial codIng, usE OF the CORbiN and STrAuss codINg paRadigm, and tHeoretical sAturatIon oF cateGories. THrEe reseArcH qUestions, alIGned with tHe resEarch puRpOse, gUidEd the qUaliTATive sTudy. chAptEr 4 first prESEnTS tHe REseArch FindiNgS, and Then evaluATes and inTerPRet
 educational technology le adership,follo wed  by  t heor etic al sampling of addi tional subjects, until  31 s ub j ects ha d par ticipat e da n d t he or eti ca l  s atura tio n had b een reache d.Da ta collectio n  i nvolved in ter views with e duc ationa ltec h nolog y l eader s usin g  a sem i-structu re d  proto c ol, com p l em ente d by a written qu e st i onnaire. After  a dis cu s si o n  of  th e appropri at eness of ther es e a r chd esign, the pr ocedures fo r  da ta col le cti o n andanaly si s  we re explaine d, w ith empha sis on how the o retical  153 s amp lin g, c o ns ta ntco m par a ti vea nal ysis, an dge nerat iono f t heor y w eremanag ed in the stu dy' s me t hod ology . Dat a an al ysisinvolv ed us in g open and axia l co ding. Dur ing  o pen  c oding ,  the r ese arc her wor ked toq ual if y t he  conceptual catego ri e s  b y defini ng pro p er ti e s and id en tif ying d imens ions .  D uring ax ial co d in g,  the re se archer  s ele cte d the conc ept th at appea red t o  have the grea t est explanato r yr e le v ance , p laced it at  the cent er o f  a n a x is, a nd re la t ed and connected other  c oncept s toit (Charmaz &  Henwood,2 0 0 8; Corbi n &S tr a uss, 2008). Th e cod ing paradi g m was us ed to  analyze  data for c ontext,orthe  ci rcu m s ta nces to which p arti ci pants r esp ond, an d t hen  id ent if y importa nt causa lco nd it ion s and conseque nc es(C orb in &S trauss ; 200 8).Th et ech nique o f  m e m o wr it in g wa s u se d toenga g e w ith the  data, al low emer gi ng  patter ns and concep ts  to be tra ns for med in t o  theory(Lempert, 2007), and re d uce the  im pactof b ias by be com ing mo rea ware o f it ( Ellio t& L a z enbat t ,  2 005 ;Luckerhoff &  Gu illem et te,2011).Strategies for usi n g t riangulationtostre n g th ent he stu dy ' s r e s earch design, v alidity, a nd cr edibilityw ere  d escribe d, incl uding triangu lation of  data sou rc es,m e tho ds, and th eory (Ki tto et al . , 200 8 ;Kuper  et  al.,20 08) . The  syste m ati c app roachaf forded  by C or bin andStrauss methodology led  to atheor eti cal integ rat i onthat serv ed t o better e xpl ain  phil oso p hy of  tec h no log y  assu mpti o ns in edu c at ion a l  t echnology l e a d ers hip.154 Chapte r 4:  Findings The pur p ose of the qua lita t i vestu d y wa sto a) examinewha tp h ilosophi ca l assumptio ns about  t e chnol ogy ar e pres ent int h et hinkin g of  K- 12 techno log yl eaders,  b )i nvesti gate  h ow the  assum p tion s may influence te chnol o g y dec i sio n mak in g, andc ) ex plore whet her technol ogical  det ermin ist ass um ptions  ar epresent. S u bjects in volve d techn ol ogydir ectors  and i nstru ctio na l t echnology s pe c ia li s tsfrom  Virg in ia s chool dis t ricts, a ndd ata col le cti o n  invol v ed i nterviewsfol lowin g a semi-str u ctur e dp rotoc ol, an d a wr itten q u est io nnairewit h open-ende d questio n s.Th e re search d es ignal ign ed  with Corbin an d Straus s qualit a t ive da taa naly s is, an demployed con stant  c o mparati v e  an alysis, ope n a ndaxia l c odin g , use of the Corbin andStra uss c o din g par adigm ,and theo r etic al satur a tion of categ ories. Three re s ear c h qu est i on s,  alignedwit h  therese arc h pu rpo se,g u ided theq ua lita tive s tudy .Ch apter 4 f ir st pres e ntst herese archfi nd i ng s, andthen eva luate sand inter p ret
 educational_technology leadership,_followed by theoretical sampling_of additional_subjects,_until 31_subjects_had participated and_theoretical saturation had_been reached. Data collection_involved interviews with_educational_technology leaders using a semi-structured protocol, complemented by a written questionnaire. After a discussion_of_the appropriateness_of_the_research design, the procedures for_data collection and analysis were_explained, with_emphasis on how theoretical 153 sampling, constant comparative_analysis,_and generation of_theory were managed in the study's methodology. Data analysis_involved using open and axial coding._During open coding,_the_researcher_worked to qualify the_conceptual categories by defining properties and_identifying dimensions. During axial coding, the_researcher selected the concept that appeared to_have the greatest explanatory relevance, placed_it at the center of_an axis,_and related and connected other_concepts to it_(Charmaz &_Henwood, 2008; Corbin_& Strauss, 2008). The coding paradigm_was used to_analyze data for context, or the_circumstances_to which participants_respond,_and_then identify_important causal conditions_and_consequences (Corbin_&_Strauss; 2008). The technique of memo_writing_was used to engage with the data,_allow emerging patterns and_concepts_to be transformed into_theory (Lempert, 2007), and reduce_the impact of bias by becoming_more aware_of it_(Elliot & Lazenbatt, 2005; Luckerhoff & Guillemette, 2011). Strategies for using_triangulation to strengthen the study's research_design, validity, and credibility_were described,_including_triangulation of data_sources,_methods, and_theory (Kitto et al., 2008; Kuper et_al., 2008)._The systematic approach afforded by Corbin_and Strauss methodology led_to_a theoretical integration that served to_better explain philosophy of technology assumptions_in educational technology leadership. 154_Chapter_4:_Findings The purpose of the_qualitative study was to a) examine_what philosophical assumptions_about technology are present in the thinking_of_K-12 technology leaders, b) investigate how_the_assumptions may influence technology decision making,_and_c)_explore whether technological determinist assumptions_are present. Subjects involved technology directors_and instructional technology specialists from Virginia school districts, and_data collection involved_interviews following a semi-structured protocol,_and_a_written questionnaire with open-ended questions. The research design aligned with_Corbin and_Strauss qualitative data_analysis, and employed constant comparative analysis, open and axial coding,_use of the Corbin and Strauss coding_paradigm, and theoretical saturation of categories. Three research questions, aligned with_the research purpose, guided the qualitative study. Chapter_4 first presents the research findings, and_then evaluates and interpret