 for discourse to be framed in technological determinist language that ascribed to technology the power to cause inevitable and positive change in schools (Fisher, 2006). Fisher (2006) concluded that such technological determinist assumptions are a problem because by ascribing autonomous change to technology, rather than to educators, the perspective shortchanges the hard work that educators must undertake to improve and transform education. In conclusion, empirical studies in fields such as information technology management, business management, and university management provide evidence that philosophy of technology assumptions, including assumptions characterized by technological determinism, are an important factor that can influence technology leadership (Grant et al., 2006; Jackson & Philip, 2010; Leonardi, 2008; Leonardi & Jackson, 2004; Prakash & Sinha, 2008). While research outside K-12 education sheds light on how assumptions about technology can be important factors for technology leadership, generalizing from the larger studies to K-12 education leaves unanswered questions. M. Oliver (2011) and Selwyn (2010b) argued for educational research that critically questions technological determinist assumptions, and seeks to consider alternate ways of thinking about technology and learning that emphasizes the agency of human actors, and better recognizes the social factors involved with using technology in education. Associated with technological determinism is the view that technology overshadows human values, with technology outside o f cultural and ethical critique (Amiel & Reeves, 2008; Robinson & McKnight, 2007; Vermaas et al., 2011). A problem with this perspective as it relates to educational technology is that it views technology tools as having no inherent ethical consequences (Brey, 2010; Robinson & McKnight, 2007). The perspective may interfere with discerning how adopting technologies in schools can raise ethical questions concerning issues such as student safety, equitable access, and personal privacy (Amiel & Reeves, 2008; Consortium for School Networking, 2011; Hofmann, 2006; Lowrance, 2010). This qualitative study to examine K-12 educational technology leaders' philosophy of technology assumptions sought to inform professional practice by contributing to what Kanuka (2008) called philosophy in practice pertaining to technology. The empirical study supported the need for research to question philosophy of technology assumptions in education, and explore alternate ways of thinking about technology and learning that transcend technological determinist assumptions (Oliver, 2011; Selwyn, 2010b; Strobel & Tillberg-Webb, 2009). Funk (2010) argued that failure to uncover and question technology assumptions can lead to disappointing results because there can be a tendency to pursue technology without
for discourse to be framed in technological determinist linguistic process that impute to technology the power to cause inevitable and incontrovertible variety in schools (Fisher, 2006). Fisher (2006) concluded that such technological fatalist assumption are a problem because by impute autonomous variety to technology, rather than to educator, the perspective shortchanges the hard study that educator must undertake to improve and translate education. In stopping point, empirical studies in fields such as information engineering management, business management, and university management provide evidence that doctrine of technology presumption, including assumption characterized by technological determinism, are an important agent that can influence technology leadership (Grant et al. , 2006; Jackson & Philip, 2010; Leonardi, 2008; Leonardi & Jackson, 2004; Prakash & Sinha, 2008). While research outside K-12 education sheds light on how assumptions about technology can be important factors for technology leadership, generalizing from the larger studies to K-12 education leaves unanswered questions. M. Oliver (2011) and Selwyn (2010b) argue for educational research that critically questions technical fatalist assumptions, and seeks to consider alternate ways of intend about technology and learning that emphasizes the agency of human actor, and better recognizes the social factors involved with using technology in department of education. Associated with technological determinism is the view that technology overshadows human values, with technology outside oxygen f cultural and ethical review (Amiel & Reeves, 2008; Robinson & McKnight, 2007; Vermaas et al. , 2011). A problem with this perspective as it relates to educational technology is that it watch technology tools as having no built-in ethical consequences (Brey, 2010; Robinson & McKnight, 2007). The perspective may interfere with discerning how assume technologies in school can raise ethical questions refer issues such as scholar safety, equitable access, and personal privacy (Amiel & Reeves, 2008; Consortium for School Networking, 2011; Hofmann, 2006; Lowrance, 2010). This qualitative study to examine K-12 educational engineering leaders' philosophy of technology assumption sought to inform professional exercise by contributing to what Kanuka (2008) called philosophy in exercise pertaining to technology. The empirical study defend the motivation for research to question doctrine of technology assumptions in education, and explore alternate ways of thinking about technology and memorize that transcend technological determinist assumptions (Oliver, 2011; Selwyn, 2010b; Strobel & Tillberg - Webb, 2009). Funk (2010) argued that failure to uncover and question engineering assumptions can lead to disappointing results because there can be a tendency to pursue technology without
 fog discourse to be framed in technologicco detecminist languagd that ascribed to technologb thw powtg to cause inevitable and posinive chante ii schools (Fisher, 2006). Fisher (2006) concmmded chet such technolpgical detarminist assum[tkous are a problem because by ascribind autonpmlus change to jechnpjogy, gauher than to educators, the perspedtive siortchanges the hard work that educators lust undertake to imprlve and trabsfown education. Kn concluspmn, empiriczl studies in fields such as inwormacion technoooty ldnagement, bnsinesf management, and unieersity management prpvive ecidence that philosopiy of technology assomptions, itcmuding assumptionw xharawterhzed vy gecgnplkgical deverminism, ade an imporrant factor that cam ybfluence techhology lqadership (Grant et al., 2006; Jackson & Philip, 2010; Leknardi, 2008; Leonardi & Jacksin, 2004; Prakash & Sinha, 2008). Wjile resewrch outside K-12 education sheds light on how assum[tiona abiub tezynllogy can be important factors for technology mesdvrship, generalizikg from the larger shucyes to K-12 educxtion leabes unanswered quedtions. I. Olicer (2011) and Felwun (2010b) argued for educational research thct xritically questious technologncal dgtermimist assumptions, and sezks to consider apternate sxys of thinking xbolt tachnology and learning thae emphasives tke agench of human actors, anf betbar recognizes the dociap xactors ingolved with using technology in education. Asspchatvd with tzchnolpgical determynism is the vnew that techvology ovegshadows iuman values, with technolmhy outside o f cultuwal qnd wthical zritique (Amiel & Reeves, 2008; Robinson & McKnight, 2007; Vermaas et zl., 2011). A problem wnuh uhus perspective as it rvlaves tj educational tecfnoupgy ir that it vlewr tevhnology tools as haeing no inherent ethicsl consequgnces (Brer, 2010; Robinson & KcKnight, 2007). The perskectivx may mnterfrre with discerning how adopting fechnologles in schools san vaisg ethical qbestions concerning issues such as studeit safety, equitable accwss, and personal prnvscy (Amiel & Ceeves, 2008; Consorthum for School Netwoeking, 2011; Hofmann, 2006; Lpwrance, 2010). This qualitafive sdudy ho examine K-12 educational technology leaders' philosophy of technology assunptions sought to jnfotm prmfzssnonal pwactmcx by contributing to what Kanuka (2008) called philoso'hy in prawtnce pertaining to technology. Yhd empirical sjudy supported the need fod researvh to question philosophy of tevhnology assumptions in cducation, and sxplorv auternate ways of tninkiny abour technilogn and learning thst transcenf terhnklogical determinist assumptions (Olivee, 2011; Selwyn, 2010b; Stroben & Tillberg-Atbb, 2009). Fuhk (2010) ardued that failurs to kncovgr and questiom technology axsumptions can lead no qisappointing evsults becausg therg can be a tendxncy to pursge technology without
for discourse to be framed in technological that to technology power to cause schools 2006). Fisher (2006) that such technological assumptions are a problem because by autonomous change to technology, rather than to educators, the perspective shortchanges the hard that educators must undertake to improve and transform education. In conclusion, empirical studies fields as technology business management, and university management provide evidence that philosophy of technology assumptions, including assumptions characterized by determinism, are an important factor that can influence leadership (Grant et al., Jackson & Philip, 2010; Leonardi, Leonardi Jackson, 2004; & 2008). research outside K-12 sheds light on how assumptions about technology can be important factors for technology leadership, generalizing from the studies to leaves unanswered M. (2011) Selwyn (2010b) argued research that critically questions technological determinist to consider alternate ways of thinking about technology learning that the agency of human actors, and recognizes the social factors involved with using technology education. Associated with technological determinism is the view that technology overshadows human values, with technology f cultural and ethical (Amiel & Reeves, Robinson McKnight, Vermaas al., 2011). problem with this perspective as it relates to educational technology is it views technology tools as having no inherent ethical consequences Robinson McKnight, 2007). The may interfere with discerning adopting in schools can raise concerning such equitable and privacy (Amiel & Reeves, Consortium for School Networking, 2011; 2006; Lowrance, 2010). This educational technology leaders' philosophy of technology assumptions sought inform professional practice by contributing to what (2008) called philosophy in practice pertaining to technology. The empirical study supported need for question philosophy of technology assumptions in education, and alternate ways of thinking technology and learning that transcend technological determinist assumptions (Oliver, Selwyn, Strobel & 2009). Funk (2010) that failure to and question technology lead to results there tendency to pursue technology without
 for discourse to be framed in tEchnologicAl detErmIniSt LangUage That ascribed to TEchnOlogy the power to cause inEvitaBlE And pOSiTive cHange in SChOOLs (FIsHeR, 2006). FiShER (2006) cOncluDed That sucH technologIcaL dEterminist asSUmPtions are a ProBlem because bY asCribinG aUtoNOmous ChaNge to TechnoLOgy, ratHer than to EdUCators, THe perspECTiVe shOrtchanges the hard WOrK That educators mUst undErTAkE TO imProVe and transFoRm eduCAtion. In COnCLUSioN, Empirical studIes in fields SUch As infoRmAtiON technOlogy MaNAgeMent, businesS manAgement, anD univeRSity manAGement pRovide EviDenCe thAT pHiLosOpHY of TEcHnoLOgy AssumptiOnS, iNcludIng aSSUMPtioNs cHaraCteriZed by technoloGicAl deTErmInism, Are an ImpoRtAnt faCtor thAt can InFluence technoloGy leAdership (GRanT eT al., 2006; jaCkson & pHilip, 2010; LEonArdI, 2008; LeonarDi & JacksON, 2004; PrAkASH & siNha, 2008). While research ouTsIDE K-12 EducatioN sheds LIgHt ON how assuMpTioNs abOUT techNoloGY cAn be impoRtant fACtOrS for tecHnOlogy lEaDerShiP, geneRAlizIng froM the largEr stuDIes to K-12 educatioN Leaves unansweREd QUEsTIons. m. OlIver (2011) and SelwYn (2010b) aRGued For eDUcAtiONal reSearcH tHAt CRitically questions tEcHnologIcal dEterminist assUmptions, anD SEEks to conSideR AlTErnate ways of thInkinG about techNOlogy and LearnIng that eMphasizes THE agency oF huMan ActOrs, AND bEtter recognizES The sOcIal factOrs InvolveD wiTh uSinG teChNology in eDucation. asSoCiAtEd wIth teCHnologicAl DetErMinIsm is THe view That tEchnOlOgY OveRshadowS HuMAN valUeS, wIth tEchNoLogy oUtsiDE o f CulturaL and ethicAl cRItiqUe (amIel & ReevEs, 2008; Robinson & McKNiGht, 2007; Vermaas Et Al., 2011). A ProbleM WIth this pErspective as it relates to EDucatioNal TechnOlogY is that it VieWs techNolOGy toolS as havIng no InHerENT ethiCAL cOnsEqUences (Brey, 2010; rOBinSon & McknIght, 2007). the persPective may interferE WitH discerning hoW adOptiNG TeChnOLoGIes In SChoOLS can raise ethicaL questions CoNCeRning issueS SucH aS studenT safety, EquitABle acceSs, and persOnal privaCy (amieL & rEevEs, 2008; ConsortiUm for SchOol NetworKIng, 2011; HoFMaNn, 2006; LowRanCe, 2010). This QuAliTativE study TO exAmine k-12 educaTiOnal teChnolOgY leaders' Philosophy of technology aSsumptIons sOugHt to inforM prOFesSional praCticE by contribUtiNg tO what kanUKa (2008) calLed pHIlOsoPHy in pRactICe pertainINg To tECHnOlogy. The empIRICal Study SupPOrted tHe neEd for research to quEStion philosophY of tECHnoLogY AssuMpTions in educatiOn, aNd EXPlore altErNate ways of tHinking aBoUT techNology And leaRning thAT TrANscend TechNolOgical detErmInISt assumPtIoNS (OliveR, 2011; SelWyN, 2010b; StroBel & TilLBerg-wEBb, 2009). Funk (2010) argued that FailuRE To uncOVer And quEsTion tecHNoloGy assumptiOns can lead tO disapPoinTing rEsults bEcAuse thEre CaN be a tendenCY to pursue TechnOlogy wiThOut
 for discourse to be frame d in techn ologi cal  de te rmin istlanguage thata scri bed to technology thepower  t o  cau s einevi table a n dp o sit iv echa ng e  i n sch ool s (Fish er, 2006).  Fi sh er (2006) co n cl uded thatsuc h technologi cal  deter mi nis t  assu mpt ionsare ap roblem  becauseby ascrib i ng auto n o mo us c hange to technolo g y, rather than to  educa to r s, t heper spective s ho rtcha n ges the ha r d wor k  that educato rs must und e rta ke toim pro v e andtrans fo r m e ducation. I n co nclusion,  empir i cal stu d ies infields  su chas i n fo rm ati on tec h no log y  ma nagement ,bu sines s ma n a g e ment , a nd u niver sity manageme ntprov i deevide nce t hatph iloso phy of  tech no logy assumption s, i ncludingass um pti on s cha r acteri zed  by  techno logical det er m i n is m, are an importan tf a ct or thatcan in f lu en c e techno lo gylead e r ship(Gra n tet al.,2006;J ac ks on & Ph il ip, 20 10 ; L eon ardi, 2008 ; Leon ardi & J ackso n , 2004; Prakas h  & Sinha, 200 8 ). W hi l e re sea rch outside  K-1 2  edu cati o nshe d s lig ht on  h o wa ssumptions about te ch nology  canbe importantfactors fo r t echnolog y le a de r ship, generali zingfrom the l a rger stu diesto K-12education l eaves un ans wer edque s t io ns. M. Oliver ( 2011 )and Sel wyn  (2010b ) a rgu edfor  e ducationa l resear ch  t ha tcri tical l y questi on s t ec hno logic a l dete rmini st a ss um p tio ns, and se e k s to  c on side r a lt ernat e wa y s o f think ing about  te c hnol og yand lea rning that em ph asizes the  a gen cy ofh u man acto rs, and better recogniz e s the s oci al fa ctor s involve d w ith us ing techno logy i n edu ca tio n .  Asso c i at edwi th technol o g ica l det er mini sm is t he view that techn o log y overshadows  hu manv a lu es, wi t h t ec h nol o g y outside o f c ultural an de th ical criti q ue(A miel &Reeves,  2008 ;  Robins on & McKn ight, 200 7;  Ver m a aset al., 20 11). A p roblem wi t h thi s  p erspe cti ve asit  re lates  to ed u cat ional  techn ol ogy is  that  i t viewstechnology tools as hav ing no  inhe ren t ethical  co n seq uences (B rey,  2010; Rob ins on& McK nig h t, 20 07). Th e p e rspec tive may inter f er e w i t hdiscerningh o w  ad optin g t e chnolo gies  in schools can r a ise ethical qu esti o n s c onc e rnin gissues such as  st ud e n t safety ,equitable a ccess, a nd perso nal pr ivacy(Amiel& Re e ves, 2 008;  Co nsortiumfor  S c hool Ne tw or k ing, 2 011;  H ofmann , 2006 ;  Low r a nce, 2010). This  qual i t ative stu dy to  e xamineK -12educationa l technolog y lead ers'  phil osophyof  techn olo gy  assumptio n s soughtto in form pr of essi ona l prac tice b y con trib ut ing  to whatK a nu k a(2 0 08)  cal led p hi loso phy in pr a ctice pe rta i ning to  t ech n o logy.T he e mpirical s tud y sup p o rted the n e ed f o rr esear ch toquesti on phil o sop hy  of tec hno l o gy assump tions ine duc at ion,  and exp lo re a lt ern at e ways of think ing abou t techno l o gy and  le a rnin g  thattr anscend tech nolog ic a l deter m i nis t assum p tio ns(Ol iver , 2 011; Selwyn, 2010b; Strobel &  Til lberg - Web b, 20 09).Fu nk (2010 )  arg ued that failure to un cover and quest i ont echn olo g yas sumptions  ca n  lead  todis appo int ingr e sult s  bec a us e th ere ca n be  a  t endency t opursuet echn o log y wi thout 
 for_discourse to_be framed in technological_determinist language_that_ascribed to_technology_the power to_cause inevitable and_positive change in schools_(Fisher, 2006). Fisher_(2006)_concluded that such technological determinist assumptions are a problem because by ascribing autonomous change_to_technology, rather_than_to_educators, the perspective shortchanges the_hard work that educators must_undertake to_improve and transform education. In conclusion, empirical studies_in_fields such as_information technology management, business management, and university management provide_evidence that philosophy of technology assumptions,_including assumptions characterized_by_technological_determinism, are an important_factor that can influence technology leadership_(Grant et al., 2006; Jackson &_Philip, 2010; Leonardi, 2008; Leonardi & Jackson,_2004; Prakash & Sinha, 2008). While_research outside K-12 education sheds_light on_how assumptions about technology can_be important factors_for technology_leadership, generalizing from_the larger studies to K-12 education_leaves unanswered questions._M. Oliver (2011) and Selwyn (2010b)_argued_for educational research_that_critically_questions technological_determinist assumptions, and_seeks_to consider_alternate_ways of thinking about technology and_learning_that emphasizes the agency of human actors,_and better recognizes the_social_factors involved with using_technology in education. Associated with_technological determinism is the view that_technology overshadows_human values,_with technology outside o f cultural and ethical critique (Amiel &_Reeves, 2008; Robinson & McKnight, 2007;_Vermaas et al., 2011)._A problem_with_this perspective as_it_relates to_educational technology is that it views technology_tools as_having no inherent ethical consequences (Brey,_2010; Robinson & McKnight,_2007)._The perspective may interfere with discerning_how adopting technologies in schools can_raise ethical questions concerning issues_such_as_student safety, equitable access, and_personal privacy (Amiel & Reeves, 2008;_Consortium for School_Networking, 2011; Hofmann, 2006; Lowrance, 2010). This_qualitative_study to examine K-12 educational technology_leaders'_philosophy of technology assumptions sought to_inform_professional_practice by contributing to what_Kanuka (2008) called philosophy in practice_pertaining to technology. The empirical study supported the need_for research to_question philosophy of technology assumptions_in_education,_and explore alternate ways of thinking about technology and learning_that transcend_technological determinist assumptions_(Oliver, 2011; Selwyn, 2010b; Strobel & Tillberg-Webb, 2009). Funk (2010)_argued that failure to uncover and question_technology assumptions can lead to disappointing results because there can be_a tendency to pursue technology without