 these positions is instructional technology resource teacher (ITRT), and Virginia mandates that school districts employ an ITRT at a ratio of one for every 1000 students (Virginia Department of Education, 2008b). Data collection instruments included interviews following a semi-structured protocol, along with a written questionnaire with open-ended questions. The interviews with technology directors and instructional technology specialists were conducted over the telephone, with a small number conducted in person. While following a semistructured series of questions, the researcher was cognizant o f how Corbin and Strauss (2008) recommended that allowing a participant to tell their story openly can result in the most data dense interviews. The interview protocol began with a broad icebreaker question that allowed participants to share any philosophy of technology in their own words. The interview protocol then continued with a series of open-ended questions 26 aligned with the research questions. Refer to Appendix A for the interview questions and protocol. Data collection initially proceeded with purposive sampling to select twenty school technology leaders who, based on the information available to the researcher, may have worked with planning and implementing educational technology initiatives that demanded strategic reflection, and questioning of philosophical or ethical issues. Data collection then proceeded with theoretical sampling, a concept driven sampling in which the researcher sought additional data to develop concepts and themes derived from the data (Corbin & Strass, 2008). Rather than trying to approximate a representative population, theoretical sampling is responsive to the data, and involves the researcher seeking additional data to fill out the properties of categories and advance theory (Charmaz & Henwood, 2008; Corbin & Strass, 2008). While representative sampling was not used, the researcher did select technology leaders from both city and county school districts, some urban and some rural, from different regions throughout Virginia, including both men and women. In order to enhance the validity and reliability of the qualitative study, triangulation of data was pursued by comparing data from the interviews with data obtained through a written questionnaire completed by the participants after they were interviewed. Triangulation o f data is advantageous for qualitative research because using different data sources can increase insight into the phenomenon under study and develop a more comprehensive understanding, while reducing potential bias (Kitto, Chesters, & Grbich, 2008; Kuper, Lingard, & Levinson, 2008). The written questionnaire began with a broad question to allow the participants to share any philosophy o f technology in their 27 own words. Other open-ended questions in the written questionnaire were different from the interview questions but still
these positions is instructional technology resource teacher (ITRT), and Virginia mandates that school districts use an ITRT at a proportion of one for every 1000 students (Virginia Department of Education, 2008b). Data solicitation instruments admit interviews following a semi - integrated protocol, along with a write questionnaire with open - ended questions. The interviews with engineering directors and instructional technology specialists were conducted over the telephone, with a belittled number conducted in person. While following a semistructured series of questions, the research worker was cognizant o f how Corbin and Strauss (2008) commend that allowing a participant to state their story openly can leave in the most data dense consultation. The interview protocol began with a broad icebreaker doubt that allowed participants to share any philosophy of technology in their own words. The interview protocol then continued with a series of open - ended questions 26 aligned with the research questions. Refer to Appendix A for the interview question and protocol. Data collection initially go with goal-directed sampling to select twenty school technology leaders who, based on the information available to the researcher, may have worked with planning and follow through educational technology initiatives that demanded strategic reflection, and questioning of philosophical or ethical issues. datum collection then proceeded with theoretical sampling, a concept driven sampling in which the researcher sought extra datum to modernize concepts and themes derived from the datum (Corbin & Strass, 2008). Rather than trying to approximate a representative population, theoretical sampling is responsive to the data, and involves the researcher seeking extra data to fill out the properties of categories and advance hypothesis (Charmaz & Henwood, 2008; Corbin & Strass, 2008). While representative sampling was not used, the researcher did choose technology leaders from both city and county school district, some urban and some rural, from different regions throughout Virginia, including both men and women. In ordering to enhance the validity and dependability of the qualitative study, triangulation of data was pursued by comparing datum from the interviews with data obtained through a written questionnaire complete by the participants after they were interviewed. Triangulation o f data is advantageous for qualitative research because using unlike data sources can increase insight into the phenomenon under study and develop a more comprehensive understanding, while reducing potential diagonal (Kitto, Chesters, & Grbich, 2008; Kuper, Lingard, & Levinson, 2008). The written questionnaire began with a broad question to allow the participants to share any philosophy oxygen f technology in their 27 own words. Other open - ended questions in the written questionnaire were different from the interview questions but even
 thfse positions is instrucuional technology resourre teacger (ITRT), and Virginia mandates that dcyool eistricts employ an ITFT at a rwtio of ine hor every 1000 studeifs (Virgluia Dsiartmznv of Education, 2008n). Data collaction instrumangs included interviews following a seii-strucyuged protocol, ajong rith a written questionnaire with open-snded qlestions. The intetviews with technology dirfctogs and instructionwl technoloty s[wcialists wefe conducttd over the jelephone, with a small number covductzd in persob. Qhipg following e semiftructured scgies of questipns, the researgher xas xognizant o f how Coruin and Strauss (2008) recjmmended dhct allowing a participabt to teln thdur rtody olenly fan result in the most dqta dense interviewx. Eye interview lrotocjl began with a broad icebreaker question thzt allowed participants to share any philosokhy of tecrnology in their own words. The interview protocol then zonuikmed dutj a series of open-ended questions 26 aligned wieg uhe research quesbions. Refer to Apprnfic A for the injerview qusstions and protocll. Data collwction inytiakly proceeded with purposivw sampling tj select twenty schlol technolugy keadets who, based on the infurmafion availahle to ths researcher, may favv wosked with planning and impjementing edueational tecnnologr initiatiges tmdt demanded stratehic rgflecthon, and qufstioning of philosophical or eviical issues. Cada bollectiou then proceeded wieh theoretical sampliug, a cuncept drinen samplmng in which the researchat sought addivional daea ti decelop cuvcepts and thekes derivvd fron the data (Corbin & Sttaas, 2008). Rather than triung to approxikatd a rvprxsentwdive populathon, gheuteticxl sampling ks rrsponsive to the datd, ans involves the resravcher seejing addytional data yo fill out the prlpertmes of cateboryes and advance theory (Charmaz & Henwood, 2008; Cjrbin & Strasf, 2008). Wmile representctive sampling was not used, the researchxr did select technologt leaders from both gity and couity scrool distsicts, some urban and some rural, from cifferent regions thrkughoud Virhinia, including both men and women. In order to enhance the validity and rwliability of the sualotatine fcudy, tryangnletion of data was pursued by comparing data from the intarriews with data obtained throigf a written qoestionnaire completed by fhe partocipants after they were intervoewed. Triangulation o f cata is qdvanfageous foc qualitative researvh beccuse uwing didfercnt data sourcds vak increase insmghc into the phenomenon under study and dwvflop a more compcehensive unftrstandpng, whije reducing potehtiam bias (Kitto, Chestets, & Grbich, 2008; Kuler, Lingard, & Levinsot, 2008). The written qyvstionnaire bggan witv a broad quxstion to alnow the participants to share any philosophy o f tebhnology ih their 27 pwn words. Othgr open-ended questions ik the written questionnaise were different from the interview questions but stpll
these positions is instructional technology resource teacher Virginia that school employ an ITRT for 1000 students (Virginia of Education, 2008b). collection instruments included interviews following a protocol, along with a written questionnaire with open-ended questions. The interviews with technology and instructional technology specialists were conducted over the telephone, with a small number in While a series of questions, the researcher was cognizant o f how Corbin and Strauss (2008) recommended that a participant to tell their story openly can in the most data interviews. The interview protocol began a icebreaker question allowed to any philosophy of in their own words. The interview protocol then continued with a series of open-ended questions 26 aligned the research to Appendix for interview and protocol. Data proceeded with purposive sampling to select leaders who, based on the information available to researcher, may worked with planning and implementing educational initiatives that demanded strategic reflection, and questioning of or ethical issues. Data collection then proceeded with theoretical sampling, a concept driven sampling in researcher sought additional data develop concepts and derived the (Corbin Strass, 2008). than trying to approximate a representative population, theoretical sampling is responsive the data, and involves the researcher seeking additional data to the of categories and theory (Charmaz & Henwood, Corbin Strass, 2008). While representative not the technology from city and county school some urban and some rural, different regions throughout Virginia, In order to enhance the validity and reliability the qualitative study, triangulation of data was by comparing data from the interviews with data obtained through a written completed by after they were interviewed. Triangulation o f data advantageous for qualitative research using different data sources can increase insight into the under and develop more comprehensive understanding, reducing potential bias Chesters, & Grbich, Lingard, & 2008). written a broad question to allow the to any philosophy o f technology their words. Other open-ended questions in the written questionnaire were different from the interview questions but
 these positions is instructiOnal technoLogy rEsoUrcE tEachEr (ITrT), and Virginia mANdatEs that school districts eMploy An itRT aT A rAtio oF one for EVeRY 1000 StuDeNtS (ViRgINiA DepaRtmEnt of EdUcation, 2008b). DaTa cOlLection instrUMeNts includeD inTerviews follOwiNg a semI-sTruCTured ProTocol, Along wITh a wriTten questIoNNaire wITh open-eNDEd QuesTions. The interviewS WiTH technology dirEctors AnD InSTRucTioNal technolOgY specIAlists wERe CONDucTEd over the telePhone, with a sMAll Number CoNduCTed in pErson. whILe fOllowing a seMistRuctured sEries oF QuestioNS, the resEarcheR waS coGnizANt O f How coRBin ANd strAUss (2008) RecommenDeD tHat alLowiNG A PArtiCipAnt tO tell Their story opeNly Can rESulT in thE most Data DeNse inTervieWs. The InTerview protocol BegaN with a broAd iCeBreAkEr queSTion thAt aLloWed partIcipantS To sHaRE ANy Philosophy of technoLoGY In Their own Words. THE iNtERview proToCol Then CONtinuEd wiTH a Series of Open-enDEd QuEstions 26 AlIgned wItH thE reSearcH QuesTions. REfer to ApPendiX a for the interviEW questions and PRoTOCoL. data ColLection initIallY ProcEedeD WiTh pURposiVe samPlINg TO select twenty school TeChnoloGy leaDers who, based oN the informATIOn availaBle tO ThE Researcher, may hAve woRked with plANning and ImpleMenting eDucationaL TEchnologY inItiAtiVes THAt Demanded stratEGIc reFlEction, aNd qUestionIng Of pHilOsoPhIcal or ethIcal issuEs. daTa CoLleCtion THen proceEdEd wItH thEoretICal samPling, A conCePt DRivEn samplINg IN WhicH tHe ReseArcHeR sougHt adDItiOnal datA to develoP coNCeptS aNd Themes dErived from the DaTa (Corbin & StRaSs, 2008). RAther tHAN trying tO approximate a representaTIve popuLatIon, thEoreTical sampLinG is resPonSIve to tHe data, And inVoLveS THe resEARcHer SeEking additIONal Data tO fIll oUt the prOperties of categoriES anD advance theorY (ChArmaZ & hEnWooD, 2008; coRBin & stRAss, 2008). wHIle representatiVe sampling WaS NoT used, the reSEarChEr did seLect tecHnoloGY leaderS from both City and coUnTy scHOOl dIstricts, soMe urban aNd some rurAL, from DIfFerenT reGions tHrOugHout VIrginiA, IncLudinG both mEn And womEn. In oRdEr to enhaNce the validity and reliabIlity oF the qUalItative stUdy, TRiaNgulation Of daTa was pursuEd bY coMpariNg dATa froM the INtErvIEws wiTh daTA obtained THrOugH A WrItten questiONNAirE compLetED by the PartIcipants after they WEre interviewed. triaNGUlaTioN O f daTa Is advantageous For QuALItative rEsEarch becausE using diFfERent dAta souRces caN increaSE InSIght inTo thE phEnomenon uNdeR sTUdy and dEvElOP a more CompReHensivE underSTandING, while reducing poTentiAL Bias (KITto, chestErS, & Grbich, 2008; kUper, lingard, & LevInson, 2008). The wriTten quEstiOnnaiRe began WiTh a broAd qUeStion to allOW the partiCipanTs to shaRe Any pHilOsophy O f teCHNologY in tHeIr 27 oWn words. OtHER oPEn-EnDEd qUestIons iN tHe wrItten quesTIonnaire WerE DiffereNt FroM THe inteRViEW Questions bUt sTill
 these positions is instru ctional te chnol ogy  re so urce  tea cher (ITRT), a n d Vi rginia mandates that s chool  d i stri c ts  empl oy an I T RT a t a  r at ioof on e for  ev ery 100 0 students  (V ir ginia Depart m en t of Educa tio n, 2008b). D ata  colle ct ion instr ume nts i nclude d  inter views fol lo w ing as emi-str u c tu redprotocol, along w i th a written ques tionna ir e  w i t h o pen -ended que st ions. The int e rv i e w s w i th technology  directorsa ndinstru ct ion a l tech nolog ys pec ialists wer e co nducted o ver th e  teleph o ne, wit h a sm all  nu mber co nd uct ed inp er son .  Wh ile foll ow in g a s emis t r u c ture d s erie s ofquestions, th e r esea r che r was  cogn izan to f h ow Cor bin a nd  Strauss (2008)  rec ommendedtha tall ow ing a partic ipa ntto tell  theirs tor yo p e nl y can result in th em o st  data de nse in t er vi e ws. Thein ter view p rotoc ol b e ga n with a  broad ic eb reakerqu estion  t hat  al lowed part icipan ts to sh are a n y philosophy o f  technology i n  t h e ir ownwor ds. The int ervi e w pr otoc o lthe n  cont inued  w i th a series of open-en de d ques tions  26 aligned w ith the re s e a rch ques tion s .R efer to Append ix Afor the in t erview q uesti ons andprotocol. D ata coll ect ion  in iti a l ly  proceeded wi t h  pur po sive sa mpl ing tosel ect  tw ent yschool te chnology  l ea de rs  wh o, ba s ed on th einf or mat ion a v ailabl e tothere se a rch er, may ha v e  wor ke dwith  pl an ningandi mpl ementin g educati ona l  tec hn ol ogy ini tiatives that  d emanded st ra teg ic ref l e ction, a nd questioning of philo s ophical  or  ethi calissues. D ata  colle cti o n then  proce ededwi tht h eoret i c al  sa mp ling, a co n c ept  driv en  sam pling i n which the resear c her  sought addit ion al d a t atod ev e lop  c o nce p t s and themes de rived from  t h edata (Corb i n &  S trass,2008).Rathe r  than t rying toapproxima te  a r e p res entative p opulatio n, theore t icals am pling  is  respo ns ive  to t he dat a , a nd in volves  t he res earch er  seeking  additional data to fil l outthe p rop erties of  ca t ego ries andadva nce theory  (C har maz &  He n wood,  200 8 ;Cor b in &Stra s s, 2008). Wh ile r ep resentative s a mpl ing w asn ot use d, t he researcher did select technol ogyl e ade rsf rombo th city and co unt ys c hool dis tr icts, someurban an ds ome r ural,from d ifferen t re g ions t hrou gho ut Virgin ia,  i n cluding  b ot h  men a nd w om en. In  order to e n h ance the validit y and r eliab i lit y ofth e quali t ativ e study, t riangulatio n of d atawas p ursuedby  compa rin gdata fromt he interv iewswith da ta  obt ain ed thr ough a  writ tenqu est ionnairec o mp l et ed bytheparti ci pant s after t h ey wereint e rviewed .Tri a n gulati o no f data isadv antag e o us for qua l itat i ve resea rch be causeusing d i ffe re nt data  so u r ces can i ncrease i n sig ht  int o the ph en omen on  un de r study and dev elop a m ore comp r e hensiv e u n ders t anding ,while reduci ng po te n tial bi a s  (K itto, C h est ers , &  Grb ich , 20 0 8; Kuper, Lingard, & Lev inso n, 20 0 8).  Thewritt en  questio n nair e beganw ith a broad q uestion to allo w  th e  par tic i pa nt s to shar e a n y phi loso phy  o f  te chno l o gy i n  the i r27 o wn wor ds.Ot he r open-en de d quest i onsi n t he w ritte nqu e st ionnair e were d iffer en t from th e  interv iewqu estions but s till
 these_positions is_instructional technology resource teacher_(ITRT), and_Virginia_mandates that_school_districts employ an_ITRT at a_ratio of one for_every 1000 students_(Virginia_Department of Education, 2008b). Data collection instruments included interviews following a semi-structured protocol, along_with_a written_questionnaire_with_open-ended questions. The interviews with_technology directors and instructional technology_specialists were_conducted over the telephone, with a small number_conducted_in person. While_following a semistructured series of questions, the researcher was_cognizant o f how Corbin and_Strauss (2008) recommended_that_allowing_a participant to tell_their story openly can result in_the most data dense interviews. The_interview protocol began with a broad icebreaker_question that allowed participants to share_any philosophy of technology in_their own_words. The interview protocol then_continued with a_series of_open-ended questions 26_aligned with the research questions. Refer_to Appendix A_for the interview questions and protocol._Data_collection initially proceeded_with_purposive_sampling to_select twenty school_technology_leaders who,_based_on the information available to the_researcher,_may have worked with planning and implementing_educational technology initiatives that_demanded_strategic reflection, and questioning_of philosophical or ethical issues._Data collection then proceeded with theoretical_sampling, a_concept driven_sampling in which the researcher sought additional data to develop concepts_and themes derived from the data_(Corbin & Strass, 2008)._Rather than_trying_to approximate a_representative_population, theoretical_sampling is responsive to the data, and_involves the_researcher seeking additional data to fill_out the properties of_categories_and advance theory (Charmaz & Henwood,_2008; Corbin & Strass, 2008). While_representative sampling was not used,_the_researcher_did select technology leaders from_both city and county school districts,_some urban and_some rural, from different regions throughout Virginia,_including_both men and women. In order_to_enhance the validity and reliability of_the_qualitative_study, triangulation of data was_pursued by comparing data from the_interviews with data obtained through a written questionnaire completed_by the participants_after they were interviewed. Triangulation_o_f_data is advantageous for qualitative research because using different data_sources can_increase insight into_the phenomenon under study and develop a more comprehensive understanding,_while reducing potential bias (Kitto, Chesters, &_Grbich, 2008; Kuper, Lingard, & Levinson, 2008). The written questionnaire began_with a broad question to allow the participants_to share any philosophy o f technology_in their 27 own_words._Other open-ended questions in the written questionnaire_were_different_from_the interview questions_but still