 over other values or norms, under the core category, aligns with Bimber's normative account of technological determinism. Normative technological determinism posits that if the norms of practice or attitudes o f those who employ technology become disconnected from broader ethical criteria, accountability to society, or consideration of means and ends, technology can be 272 understood to have a dominance or autonomy over society (Bimber, 1994; Wyatt, 2008). Dimensions o f this property included risks to students should not stop technological change in schools, implement technology without sufficient evidence from academic research, rapid technological change can make it difficult to focus on educational needs, and ethical norms changing because o f technological change. Recommendations While technology directors and instructional technology specialists provide leadership for educational technology, a limitation o f this study is that these positions are not the only K-12 educators in Virginia who provide leadership for integrating technology into instruction (Virginia Department of Education, 2010). School principals and other school administrators should provide visionary leadership and oversight for instructional technology. School district technology plans and the implementation of technology initiatives involve the participation of many stakeholders (Virginia Department of Education, 2010). It is recommended that similar qualitative studies be conducted involving other groups of educators within Virginia. It is also recommended that similar qualitative study be conducted involving educational technology leaders or other groups of educators outside of Virginia. Because this qualitative study broke new ground, a limitation of the study is that as future qualitative studies are conducted in the substantive area, it may become necessary to modify the substantive theory to accommodate new data (Polit & Beck, 2008). It is also recommended that data from this, or similar qualitative studies, be used to develop and validate a quantitative instrument to measure philosophy o f technology assumptions, for use in quantitative research. Within her discussion o f qualitative 273 research in the context of leadership, Ospina (2004) wrote that a key reason to use qualitative research is to explore a phenomenon that has not been previously investigated, and which may be examined subsequently through quantitative research. Quantitative instruments have been developed to measure other types of philosophical assumptions. For example, the Ross-Barger Philosophic Inventory is a validated quantitative instrument used for examining philosophic worldviews, and has been used in studies o f computer professionals (Barger, 2008). The Strobel and Tillberg-Webb (2009) framework for educational technology includes a recommendation to critically analyze whether assumptions about educational technology correspond to utopianism or dystopianism, which are concerned with valuing the results of technological change.
over other values or norms, under the core class, align with Bimber's normative account of technical determinism. Normative technical determinism posits that if the norms of exercise or attitudes o f those who employ engineering become confused from broader ethical criterion, accountability to society, or consideration of mean and ends, technology can be 272 understood to have a dominance or autonomy over society (Bimber, 1994; Wyatt, 2008). Dimensions oxygen f this property included risks to scholar should not stop technological variety in schools, follow through technology without sufficient evidence from academic inquiry, rapid technological change can make it difficult to concenter on educational needs, and ethical norms changing because o f technological variety. recommendation While technology directors and instructional technology specialists provide leadership for educational technology, a limitation o f this study is that these position are not the only K-12 educators in Virginia who leave leadership for integrating technology into instruction (Virginia Department of Education, 2010). School principals and early school administrators should leave visionary leadership and oversight for instructional engineering. School district technology plans and the implementation of technology initiatives involve the participation of many stakeholders (Virginia Department of Education, 2010). It is recommended that similar qualitative studies be conducted involve other group of educators within Virginia. It is also recommended that similar qualitative study be impart involving educational technology leaders or other groups of educators outside of Virginia. Because this qualitative study broke modern ground, a limit of the study is that as future qualitative studies are conduct in the substantive sphere, it may become necessary to modify the substantive theory to accommodate modern data (Polit & Beck, 2008). It is also recommended that data from this, or similar qualitative cogitation, be used to develop and validate a quantitative instrument to measure philosophy o f technology assumptions, for function in quantitative research. Within her discussion o f qualitative 273 inquiry in the context of leadership, Ospina (2004) wrote that a key reason to use qualitative research is to explore a phenomenon that has not been previously investigated, and which may be probe subsequently through quantitative research. Quantitative instruments have been developed to measure other types of philosophical assumption. For model, the Ross - Barger Philosophic Inventory is a validated quantitative instrument used for examining philosophic worldviews, and has been used in studies o f calculator professionals (Barger, 2008). The Strobel and Tillberg - Webb (2009) framework for educational technology includes a recommendation to critically analyze whether assumptions about educational technology correspond to utopianism or dystopianism, which are concerned with valuing the results of technological variety.
 ovfr other values or norms, under the core categocy, alighs with Cimber's normative account of twchnooogical determinism. Nofmative tvchnologixal veterminism posiva that ly the korms if practice or attitudes o f those who eoppoy technology become disconnected srom brpafer ethical cryterpa, accklnuability to society, or consideratjon of keans and endx, technology can be 272 underdtoof to have a dominajce or autobomy iver society (Bimber, 1994; Wjctt, 2008). Dimensjons o f this property included riskx to studebtw sjmuld not stip tebhnological cmsnge it schooks, implement tcchnonogt without sufficient xvidence from academyc researwh, rapid technologixao chatge wan oqke it dmffjcult ho hocus on edhcational nweds, and ethical notmf changing beczuse o f technological change. Recommendations Wvils technology directors qnd instructional tecjnology s[ecialists provide leadership for educational tecvnolojy, a oiikrahion o f this study is that these positions aws mon the only K-12 educctors in Virginis ahp provide leadgrship ykr integrating technllogy igto ibstructiog (Vitginia Department of Educatuon, 2010). School irinxipals and other sehool adminirtrajors snould provide visionary leasership and oversighf for instructionxl nechtology. School district tecrnology poans and thd imklementwtion of tfchnology initiatives ingolve tve particioation of many stakeholders (Virjmnia Departmemt of Educatijn, 2010). Ib is recommendeq that similar qualitctive rtudies be conducved involvind other groupv of educatorv within Virtiniq. It is xlso recommendrd that spmnlar qualutative study be cpndocfed involving ebbcqtional technolpgy lewdvrs ow other groupv of edjvatorr outside on Vkrgimia. Because this quanitafive study broke nrw ground, q limitaeion of the syudy is that as fuuure qnalitavive syudyes are conducted in the substzntive arfa, lt may become neccssaty to modifv the substantive theory to accommodate iew data (Polit & Beck, 2008). Ir is also recommendgd uhat data frok thif, or siminar qualitative studues, be used to deyelop and validate a qhantitdtive instrument to measure philosophy o f technology assumptions, for use in qyantitetyve researcg. Wiyhin vex dnscussijn o h qualitative 273 rexearch in the context of leaderrhip, Osphnc (2004) wrote that a key reason to ure qualitativg research is to explore a phenomemon that has not been previouslu investigated, and which may be wxamihed subseqnently through quantotativz reseqrch. Quqntibative instrumdntx mave been feveko'ed to measure other types of phioosophucwl assumptions. Fmr example, bht Ross-Bzrger Khilosophic Invenfory ls a xalidated quamtitative insttument used for exampnigg philosophic sorldviews, amd has teen used in studies o x computer professionals (Barger, 2008). The Strobel and Timlberg-Webg (2009) framewprk for educajilnal technology includcs a wecommenaation to crhtically analyze whether assumptions about xcucatkonwl tedhnology corrvspond to utopianism or dystopianirm, whuch are conxerned with valuinb ehe rzsults of technologibal cgatge.
over other values or norms, under the aligns Bimber's normative of technological determinism. if norms of practice attitudes o f who employ technology become disconnected from ethical criteria, accountability to society, or consideration of means and ends, technology can 272 understood to have a dominance or autonomy over society (Bimber, 1994; Wyatt, Dimensions f property risks to students should not stop technological change in schools, implement technology without sufficient evidence from research, rapid technological change can make it difficult focus on educational needs, ethical norms changing because o technological Recommendations While directors instructional specialists provide leadership educational technology, a limitation o f this study is that these positions are not the only K-12 in Virginia leadership for technology instruction Department of Education, principals and other school administrators should and oversight for instructional technology. School district technology and the of technology initiatives involve the participation many stakeholders (Virginia Department of Education, 2010). It recommended that similar qualitative studies be conducted involving other groups of educators within Virginia. It recommended that similar qualitative be conducted involving technology or groups educators outside Virginia. Because this qualitative study broke new ground, a limitation of study is that as future qualitative studies are conducted in area, may become necessary modify the substantive theory accommodate data (Polit & Beck, is recommended this, similar studies, be used to and validate a quantitative instrument measure philosophy o f quantitative research. Within her discussion o f qualitative research in the context of leadership, Ospina wrote that a key reason to use qualitative research is to explore phenomenon that been previously investigated, and which may be examined through quantitative research. Quantitative have been developed to measure other types of philosophical For the Ross-Barger Inventory is a quantitative instrument used examining philosophic worldviews, been used studies f 2008). The Strobel and Tillberg-Webb (2009) for technology includes a recommendation to analyze about educational technology correspond to utopianism or dystopianism, which are concerned with valuing the results change.
 over other values or norms, undEr the core cAtegoRy, aLigNs With bimbEr's normative acCOunt Of technological determiNism. NOrMAtivE TeChnolOgical dETeRMIniSm PoSitS tHAt If the NorMs of praCtice or attItuDeS o f those who eMPlOy technoloGy bEcome disconnEctEd from BrOadER ethiCal CriteRia, accOUntabiLity to socIeTY, or conSIderatiON Of MeanS and ends, technologY CaN Be 272 understood to Have a dOmINaNCE or AutOnomy over sOcIety (BIMber, 1994; WyaTT, 2008). DIMENsiONs o f this propeRty included RIskS to stuDeNts SHould nOt stoP tEChnOlogical chaNge iN schools, iMplemeNT technoLOgy withOut sufFicIenT eviDEnCe FroM aCAdeMIc ResEArcH, rapid teChNoLogicAl chANGE Can mAke It diFficuLt to focus on edUcaTionAL neEds, anD ethiCal nOrMs chaNging bEcausE o F technological cHangE. RecommenDatIoNs WHiLe tecHNology DirEctOrs and iNstructIOnaL tECHNoLogy specialists proViDE LeAdership For eduCAtIoNAl technoLoGy, a LimiTATion o F thiS StUdy is thaT these POsItIons are NoT the onLy k-12 edUcaTors iN virgInia whO provide LeadeRShip for integraTIng technology INtO INsTRuctIon (virginia DepArtmENt of educATiOn, 2010). SCHool pRinciPaLS aND other school adminisTrAtors sHould Provide visionAry leadersHIP And oversIght FOr INstructional teChnolOgy. School dIStrict teChnolOgy plans And the impLEMentatioN of TecHnoLogY INiTiatives involVE The pArTicipatIon Of many sTakEhoLdeRs (VIrGinia DepaRtment of edUcAtIoN, 2010). It Is recOMmended tHaT siMiLar QualiTAtive sTudieS be cOnDuCTed InvolviNG oTHEr grOuPs Of edUcaToRs witHin VIRgiNia. It is Also recomMenDEd thAt SiMilar quAlitative studY bE conducted InVolVing edUCAtional tEchnology leaders or other GRoups of EduCatorS outSide of VirGinIa. BecaUse THis quaLitatiVe stuDy BroKE New grOUNd, A liMiTation of thE STudY is thAt As fuTure quaLitative studies are COndUcted in the subStaNtivE AReA, it MAy BEcoMe NEceSSAry to modify the sUbstantive ThEOrY to accommoDAte NeW data (PoLit & Beck, 2008). it is aLSo recomMended thaT data from ThIs, or SIMilAr qualitatIve studiEs, be used tO DevelOP aNd valIdaTe a quaNtItaTive iNstrumENt tO measUre phiLoSophy o F techNoLogy assuMptions, for use in quantitaTive reSearcH. WiThin her diScuSSioN o f qualitAtivE 273 research iN thE coNtext Of lEAdersHip, OSPiNa (2004) wROte thAt a kEY reason to USe QuaLITaTive researcH IS To eXplorE a pHEnomenOn thAt has not been previOUsly investigatEd, anD WHicH maY Be exAmIned subsequentLy tHrOUGh quantiTaTive researcH. QuantitAtIVe insTrumenTs have Been devELOpED to meaSure OthEr types of PhiLoSOphical AsSuMPtions. for eXaMple, thE Ross-BARger pHIlosophic InventoRy is a VALidatED quAntitAtIve instRUmenT used for exAmining philOsophiC worLdvieWs, and haS bEen useD in StUdies o f comPUter profeSsionAls (BargEr, 2008). the STroBel and tillBERg-WebB (2009) fraMeWorK for educaTIOnAL tEcHNolOgy iNcludEs A recOmmendatiON to critiCalLY analyzE wHetHER assumPTiONS about educAtiOnal tECHnology corREspoND tO UtopiAnism oR dystoPianism, WHicH aRe conceRneD WIth valuinG the resulTS of TeChnoLogical cHaNge.
 over other values or norm s, under t he co recat eg ory,  ali gns with Bimbe r 's n ormative account of te chnol og i cald et ermin ism. No r ma t i vete ch nol og i ca l det erm inism p osits that  if  t he norms ofp ra ctice or a tti tudes o f th ose  who e mp loy techn olo gy be come d i sconne cted from  b r oadere thicalc r it eria , accountabilityt os ociety, or con sidera ti o no f  me ans  and ends,  t echno l ogy can be 2 7 2 u n derstood to h ave a domin a nce  or au to nom y  oversocie ty (Bi mber, 1994;  Wya tt, 2008) . Dime n sions o f thisproper tyinc lude d  r is ksto stu d en tss hou ld not s to ptechn olog i c a l  cha nge  inschoo ls, implement  te chno l ogy  with out s uffi ci ent e videnc e fro macademic resear ch,rapid tec hno lo gic al  chan g e canmak e i t diffi cult to foc us o n  e ducational needs,an d et hical no rms ch a ng in g  because  o  ftech n o logic al c h an ge. Reco mmenda t io ns  Whilete chnolo gy  di rec torsa nd i nstruc tional t echno l ogy specialist s  provide lead e rs h i pf or e duc ational tec hnol o gy,a li m it ati o n o f  this  s t ud y  is that these posi ti ons ar e not  the only K-1 2 educator s i n Virgin ia w h op rovide leaders hip f or integra t ing tech nolog y into i nstructio n (Virgini a D epa rtm ent o fEducation, 20 1 0 ). S ch ool pri nci pals an d o the r s cho ol  administ rators s ho ul dpr ovi de vi s ionary l ea der sh ipand o v ersigh t for  ins tr uc t ion al tech n ol o g y. S ch oo l di str ic t tec hnol o gyplans a nd the im ple m enta ti on  of tec hnology initi at ives invol ve  th e part i c ipationof many stakeholders (V i rginiaDep artme nt o f Educati on,  2010) . I t  is re commen ded t ha t s i m ilarq u al ita ti ve studies b e c onduc te d in volving  other groups of e d uca tors within V irg inia . It  is al s o r ec o mme n d ed that similar  qualitati ve st udy be con d uct ed  involv ing edu catio n al tech nology le aders orot herg r oup s of educa tors out side of V i rgini a .Becau sethis q ua lit ative  study bro ke ne w grou nd , a li mitat io n of the  study is that as futur e qual itati vestudies a rec ond ucted inthesubstantiv e a rea , itmay becom e ne c es sar y  to m odif y  the subs t an tiv e th eory to acc o m m oda te ne w d a ta (Po lit& Beck, 2008). It is also recomm ende d tha t d a ta f ro m this, or sim ila rq u alitativ estudies, be  used to  d e velop  and v alidat e a qua n t it a tive i nstr ume nt to mea sur ep hilosop hy  o f tech nolo gy  assum ptions ,  for u se in quantitati ve re s e arch. Wit hin h er  discus s iono f qualit ative 273 r esearc h in  thecontext  o f lead ers hi p, Ospina( 2004) wro te th at a ke yreas onto use  qua l i tativ e re se arc h is to e x p lo r eap hen omen on th at  has  not been previous lyi nvestig at ed, a nd whi c hm a y be exami ned  subs e q uently thr o ughq ua n titat ive re search . Quant i tat iv e instr ume n t s have be en develo p edto  mea sure oth er  typ es  of  p hilosophical as sumption s. For e x a mple,the Ross - Barger  P hilosophic I nvent or y  is a v a l ida ted qua n tit ati veinst rum entu sed for examining philos ophi c wor l dvi ews,and h as  been us e d in  studies o f computerprofessionals ( B arg e r, 2 008 ) .Th e Strobel  an d  Till berg -We bb ( 200 9) f r a mewo r k fo r  e duca tional  tec hn ol ogy inclu de s a rec o mmen d ati on t o cri ti ca l ly  analyz e whethe r ass um ptions ab o ut educ atio na l technologycorrespond t outop ianism ordys t o pianism, whi ch are con cer ned with v al uin g  th e res ults of techn olo gi c alchan ge .
 over_other values_or norms, under the_core category,_aligns_with Bimber's_normative_account of technological_determinism. Normative technological_determinism posits that if_the norms of_practice_or attitudes o f those who employ technology become disconnected from broader ethical criteria,_accountability_to society,_or_consideration_of means and ends, technology_can be 272 understood to_have a_dominance or autonomy over society (Bimber, 1994; Wyatt,_2008)._Dimensions o f_this property included risks to students should not stop_technological change in schools, implement technology_without sufficient evidence_from_academic_research, rapid technological change_can make it difficult to focus_on educational needs, and ethical norms_changing because o f technological change. Recommendations_While technology directors and instructional technology_specialists provide leadership for educational_technology, a_limitation o f this study_is that these_positions are_not the only_K-12 educators in Virginia who provide_leadership for integrating_technology into instruction (Virginia Department of_Education,_2010). School principals_and_other_school administrators_should provide visionary_leadership_and oversight_for_instructional technology. School district technology plans_and_the implementation of technology initiatives involve the_participation of many stakeholders_(Virginia_Department of Education, 2010)._It is recommended that similar_qualitative studies be conducted involving other_groups of_educators within_Virginia. It is also recommended that similar qualitative study be conducted_involving educational technology leaders or other_groups of educators outside_of Virginia._Because_this qualitative study_broke_new ground,_a limitation of the study is that_as future_qualitative studies are conducted in the_substantive area, it may_become_necessary to modify the substantive theory_to accommodate new data (Polit &_Beck, 2008). It is also_recommended_that_data from this, or similar_qualitative studies, be used to develop_and validate a_quantitative instrument to measure philosophy o f_technology_assumptions, for use in quantitative research._Within_her discussion o f qualitative 273_research_in_the context of leadership, Ospina_(2004) wrote that a key reason_to use qualitative research is to explore a phenomenon_that has not_been previously investigated, and which_may_be_examined subsequently through quantitative research. Quantitative instruments have been developed_to measure_other types of_philosophical assumptions. For example, the Ross-Barger Philosophic Inventory is a_validated quantitative instrument used for examining philosophic_worldviews, and has been used in studies o f computer professionals_(Barger, 2008). The Strobel and Tillberg-Webb (2009) framework_for educational technology includes a recommendation to_critically analyze whether assumptions_about_educational technology correspond to utopianism or dystopianism,_which_are_concerned_with valuing the_results of technological_change.