 educational technologies are interconnected with agendas, economics, and social needs and consequences. The philosopher Feenberg (1991), who critiqued the instrumental view of technology, argued, "Modem technology is no more neutral than medieval cathedrals or The Great Wall of China" because technologies embody, like those constructions, the values o f the civilizations that built them (p. 3). The findings show the instrumental view as a whole was a prevalent philosophy of technology, but its normal property, technology is value neutral, was only associated with eight participants. This surprising finding might be interpreted as a possible case of cognitive dissonance between technology is value neutral, and Technology raises questions o f human values. Festinger's theory of cognitive dissonance posits that persons experience discomfort or unease when they encounter new information that contradicts their previously held assumptions or beliefs (Sullivan, 2009). Cognitive dissonance can result in defense mechanisms such as dismissing new information, ignoring the conflict, or resolving the differences in an incomplete way (Sullivan, 2009). When a person considers two views that are inconsistent with each other, cognitive dissonance posits that the person weighs the importance of the cognitions, and may add or subtract from the alternatives to reduce the inconsistency (Harmon-Jones, 2009). Figure 3 displays the relationship between the contrasting philosophical perspectives Technology is value neutral and Technology raises questions o f human values, and the greater weight given to the latter. 239 Technology is value neutral Technology raises questions o f human values (technology is value laden) Figure 3. Technology is value neutral vs. Technology raises questions o f human values. Consider ethical factors associated with technology. Consider ethical factors associated with technology involved coding instances from 29 participants. The philosophical perspective associated with this category aligns with the approach to technology and values taken in the national framework for K-12 educational technology leadership (Consortium for School Networking, 2011). This framework addresses ethical considerations that are integral to responsible technology leadership, including Internet safety for students, computer security, equitable access to technology, copyright compliance, personal privacy, and environmental protection and energy saving practices. The ethical considerations in the national framework were represented in the participants' responses, including Internet safety, personal privacy, equitable access to technology, copyright compliance, and environmental sustainability. Keep up with technology (or be left behind). The Finding sections presented the results that show Keep up with Technology (or be left behind) emerged as the core category in the study, the central phenomenon that often concerns technology leaders. Cor
educational technologies are interconnected with agendas, economics, and social needs and consequence. The philosopher Feenberg (1991), who review the instrumental view of engineering, argued, " Modem engineering is no more neutral than medieval cathedral or The capital Wall of China " because technologies embody, like those constructions, the values o f the refinement that built them (p. 3). The findings read the implemental view as a whole was a prevalent doctrine of technology, but its normal place, engineering is value neutral, was only associated with eight participants. This surprising determination might be interpreted as a possible font of cognitive dissonance between engineering is value neutral, and Technology raise questions o f human values. Festinger's theory of cognitive disagreement posits that persons experience discomfort or unease when they encounter new information that contradicts their previously held assumptions or beliefs (Sullivan, 2009). Cognitive dissonance can result in defense mechanisms such as dismissing new data, ignore the conflict, or dissolve the differences in an incomplete way (Sullivan, 2009). When a person considers two views that are discrepant with each other, cognitive disagreement posits that the person weighs the importance of the cognition, and may add or subtract from the alternatives to reduce the inconsistency (Harmon - Jones, 2009). Figure 3 displays the relationship between the contrasting philosophical perspectives Technology is value neutral and Technology raises question o f human value, and the greater weight given to the latter. 239 Technology is value neutral Technology raises motion o f human values (technology is value laden) Figure 3. Technology is value neutral vs. Technology raises questions o f human values. regard ethical factors consort with technology. Consider ethical factor associated with engineering involved coding instances from 29 participants. The philosophic perspective associated with this category aligns with the overture to engineering and values taken in the national model for K-12 educational technology leadership (Consortium for School Networking, 2011). This framework addresses ethical considerations that are built-in to responsible technology leadership, including Internet safety for scholar, computer security, equitable entree to technology, copyright compliance, personal privacy, and environmental protection and energy saving practices. The ethical considerations in the national framework were represented in the participants' response, include Internet guard, personal privacy, equitable access to technology, copyright compliance, and environmental sustainability. Keep up with technology (or be left behind). The Finding section presented the results that show keep open up with Technology (or be leave behind) emerged as the core category in the survey, the central phenomenon that often concerns technology leaders. Cor
 edkcational technologies ave interconnecteb with egendas, economizs, and social needs and consxquebces. Uke philosopher Feenbdrg (1991), who britiqued the unstrumentem view of tecgkologv, ergued, "Modem teghnology is no more neutrdl tkan medieval cathedrals or The Great Wall og Fhina" because jechnpjogiss embody, like those constructions, the vanues o f the vivilizations that built tjem (o. 3). The findings shlw the instthmegral view as x whole was a prevalenj philosophy of technology, but igs noxmal properjv, tefvnology is talue geutral, was only assmciated with eight pavtici'antw. This surprising finving might be interpteted as a pkssible case of cigbitivg disvonavxe cetsexn fechnopogb is value heutral, and Technology raises auqwtions o f hujan vajuqs. Festinger's theory of cognitive dissotande posits that persons wxperience discomfort or uneasq when they encounter new information that contragicts ghenv oeegiously held assumptions or beliefs (Sullivan, 2009). Dobnptive dissonance gan result in defemsf kgchanisms such as dismiasing new informatlon, ignjring the confjict, or resolving the differencws in an incjnplete way (Sullivau, 2009). When a pexson cpnsidrrs two views that are nnconsjstent with each othsf, cognitive dissunakce posits ufat the person weyghs the mmporcance of the cognieions, and lay add or subtract from the cltertatives to reduce the inconsistency (Harmoi-Oones, 2009). Figure 3 gisilays the relabionship betweeg the contrastnng philjsophkcal perspvctives Txchnology is value neutran and Technolmgy raisqs qyestuons o w human values, snd the ggecter weigyt given to the labter. 239 Fechnology is vcuow neutral Techmolugy rwixef questions o f hjmav valuds (technolony ks vslue laden) Figure 3. Tachnklogy is value neuyrwl vs. Texhnology raises questoons o f human valkes. Cmnsmder eyhisal factors associated with tedhnology. Fonfider ethicaj fagtorf associatzd with technology involved coding instaices from 29 participants. The philosophical kerxpective asxociaeed with dhis category aligns with the approacm to technology and vamues tdken ln the national framework for K-12 educational technology leadership (Consortuum foc Fchool Netwkrkimg, 2011). Tvif framerork eddresses ethical considerations that are integrel to respmnfible technology leadership, onzluding Intervet safety for students, domputer security, equitable access to trchnology, copyright compkiance, pwrsonzl prinzcb, and environmental lroteccion abd enerty swving practicds. Yhc ethical fonsmdexations in the national framework were eeoresented in the participanbs' respknses, yncluding Internst szvety, kersonal privavy, equitable avcess to technology, boprright compliabbe, and envirommental sustainabilmty. Keep up fith technology (or be left behind). The Finding sectikns presehted the cesults that snlw Keep up with Technokody (or be left behind) emerged as the core category in the study, vne cevtrwl phsnomenon that often concerns tegknology leaderr. Cor
educational technologies are interconnected with agendas, economics, needs consequences. The Feenberg (1991), who technology, "Modem technology is more neutral than cathedrals or The Great Wall of because technologies embody, like those constructions, the values o f the civilizations that them (p. 3). The findings show the instrumental view as a whole was prevalent of but normal property, technology is value neutral, was only associated with eight participants. This surprising finding might interpreted as a possible case of cognitive dissonance technology is value neutral, Technology raises questions o f values. theory of dissonance that experience discomfort or when they encounter new information that contradicts their previously held assumptions or beliefs (Sullivan, 2009). Cognitive dissonance result in such as new ignoring conflict, or resolving in an incomplete way (Sullivan, 2009). considers two views that are inconsistent with each cognitive dissonance that the person weighs the importance the cognitions, and may add or subtract from alternatives to reduce the inconsistency (Harmon-Jones, 2009). Figure 3 displays the relationship between the contrasting Technology is value neutral Technology raises questions f values, the weight given the latter. 239 Technology is value neutral Technology raises questions o human values (technology is value laden) Figure 3. Technology is vs. raises questions o human values. Consider ethical associated technology. Consider ethical factors technology coding participants. philosophical associated with this category with the approach to technology values taken in the technology leadership (Consortium for School Networking, 2011). This addresses ethical considerations that are integral to technology leadership, including Internet safety for students, computer security, equitable access to copyright compliance, and environmental protection and energy saving practices. The considerations in the national were represented in the participants' responses, including Internet safety, privacy, access to copyright compliance, and sustainability. Keep up technology (or be The Finding presented results up with Technology (or be left emerged the core category in the the that often concerns technology leaders. Cor
 educational technologies arE interconnEcted WitH agEnDas, eConoMics, and social nEEds aNd consequences. The philoSopheR FEEnbeRG (1991), wHo criTiqued tHE iNSTruMeNtAl vIeW Of TechnOloGy, argueD, "Modem techNolOgY is no more neuTRaL than medieVal Cathedrals or the great WAlL of cHina" bEcaUse teChnoloGIes embOdy, like thOsE ConstrUCtions, tHE VaLues O f the civilizationS ThAT built them (p. 3). The FindinGs SHoW THe iNstRumental viEw As a whOLe was a pREvALENt pHIlosophy of tecHnology, but iTS noRmal prOpErtY, TechnoLogy iS vALue Neutral, was oNly aSsociated With eiGHt partiCIpants. THis surPriSinG finDInG mIghT bE IntERpRetED as A possiblE cAsE of coGnitIVE DIssoNanCe beTween Technology is vAluE neuTRal, And TeChnolOgy rAiSes quEstionS o f huMaN values. FestingeR's thEory of cogNitIvE diSsOnancE Posits ThaT peRsons exPeriencE DisCoMFORt Or unease when they enCoUNTeR new infoRmatioN ThAt COntradicTs TheIr prEVIouslY helD AsSumptionS or belIEfS (SUllivan, 2009). coGnitivE dIssOnaNce caN ResuLt in deFense mecHanisMS such as dismissINg new informatIOn, IGNoRIng tHe cOnflict, or reSolvINg thE difFErEncES in an IncomPlETe WAy (Sullivan, 2009). When a persOn ConsidErs twO views that are InconsisteNT WIth each oTher, COgNItive dissonancE posiTs that the pERson weigHs the ImportanCe of the coGNItions, anD maY adD or SubTRAcT from the alterNATiveS tO reduce The InconsiSteNcy (harMon-joNes, 2009). Figure 3 Displays ThE rElAtIonShip bETween the CoNtrAsTinG philOSophicAl perSpecTiVeS tecHnology IS vALUe neUtRaL and tecHnOlogy RaisES quEstions O f human vaLueS, And tHe GrEater weIght given to thE lAtter. 239 TechnOlOgy Is valuE NEutral TeChnology raises questions O F human vAluEs (tecHnolOgy is valuE laDen) FigUre 3. tEchnolOgy is vAlue nEuTraL VS. TechNOLoGy rAiSes questioNS O f hUman vAlUes. COnsider Ethical factors assoCIatEd with technolOgy. consIDEr EthICaL FacToRS asSOCiated with technOlogy involVeD CoDing instanCEs fRoM 29 particIpants. THe phiLOsophicAl perspecTive assocIaTed wITH thIs category Aligns wiTh the apprOAch to TEcHnoloGy aNd valuEs TakEn in tHe natiONal FrameWork foR K-12 EducatIonal TeChnology Leadership (Consortium for school netwoRkiNg, 2011). This fraMewORk aDdresses eThicAl considerAtiOns That aRe iNTegraL to rESpOnsIBle teChnoLOgy leaderSHiP, inCLUdIng Internet SAFEty For stUdeNTs, compUter Security, equitable ACcess to technolOgy, cOPYriGht COmplIaNce, personal priVacY, aND EnvironmEnTal protectiOn and eneRgY SavinG practIces. ThE ethicaL COnSIderatIons In tHe nationaL frAmEWork werE rEpREsenteD in tHe ParticIpants' REspoNSEs, including InterNet saFETy, perSOnaL privAcY, equitaBLe acCess to techNology, copyrIght coMpliAnce, aNd envirOnMental SusTaInability. KEEp up with tEchnoLogy (or bE lEft bEhiNd). The FIndiNG SectiOns pReSenTed the resULTs THaT sHOw KEep uP with teChnoLogy (or be lEFt behind) EmeRGed as thE cOre CATegory IN tHE Study, the ceNtrAl pheNOMenon that oFTen cONcERns teChnoloGy leadErs. Cor
 educational technologiesare interc onnec ted  wi th  age ndas , economics, a n d so cial needs and consequ ences .T he p h il osoph er Feen b er g (19 91 ),  wh oc ri tique d t he inst rumental v iew  o f technology ,  a rgued, "Mo dem  technologyisno mor eneu t ral t han  medi eval c a thedra ls or The  G r eat Wa l l of Ch i n a"  bec ause technologies em b ody, like thos e cons tr u ct i o ns,  th e values o  f  thec iviliza t io n s tha t  built them ( p. 3). Thef ind ings s ho w t h e inst rumen ta l  vi ew as a who le w as a prev alentp hilosop h y of te chnolo gy,  bu t it s  n or mal  p r ope r ty , t e chn ology is  v al ue ne utra l , w as o nly  ass ociat ed with eight  pa rtic i pan ts. T his s urpr is ing f inding  migh tbe interpretedas a  possible  ca se  of  c ognit i ve dis son anc e betwe en tech n olo gy i s  v alue neutral, andTe c h no logy rai ses qu e st io n s o f hu ma n v alue s .  Fest inge r 's  theoryof cog n it iv e disso na nce po si tstha t per s onsexperi ence dis comfo r t or unease wh e n they encoun t er n ew info rma tion that c ontr a dict s th e ir  pr e vious ly he ld as s umptions or beliefs  ( Sulliv an, 2 009). Cogniti ve dissona n c e  can res ulti nd efense mechani sms s uch as dis m issing n ew in formatio n, ignori n g  the con fli ct,  or  re s o lv ing the diffe r e nces  i n an in com plete w ay(Su lli van ,2009). Wh en a per so nco ns ide rs tw o  views t ha t a re  in consi s tent w ith e achot he r , c ognitiv e  d i s sona nc eposi tsth at th e pe r son  weighs  the impo rta n ce o fth e cogni tions, and ma yadd or sub tr act  fromt h e altern atives to reduce the in c onsiste ncy  (Har mon- Jones, 20 09) . Figu re3  displ ays th e rel at ion s h ip be t w ee n t he  contrasti n g  ph iloso ph ical  perspe ctives Technologyi s v alue neutraland  Tec h n ol ogy ra i ses  q u est i o ns o f human va lues, andth e  g reater wei g htgi ven tothe lat ter.2 39 Tech nology is  value ne ut ralT e chn ology rais es quest ions o fh umanv al ues ( tec hnolog yisvalue  laden )  Fi gure3. Tec hn ologyis va lu e neutra l vs. Technology raises  quest ionso f  human va lue s . C onsider e thic al factors  as soc iated  wi t h tec hnol o gy . C o nside r et h ical fact o rs  as s o ci ated with t e c h nol ogy i nvo l ved co ding  instances from 2 9  participants.  The p hil oso p hica lperspective as soc ia t e d with t hi s categoryaligns w it h  theapproa ch totechnol o g ya nd val uestak en in the  na ti o nal fra me wo r k forK-12  e ducati onal t e chno l o gy leadership (C onsor t i um fo r  Sc hoolNe tworkin g , 20 11). Thisframework a ddress es e thica l consi de ration s t ha t are inte g ral to re spons ible te ch nolo gyleader ship , inclu ding  I nte rnet safe t y  f o rst u den ts,compu te r se curity, e q uitableacc e ss to t ec hno l o gy, co p yr i g ht complia nce , per s o nal privac y , an d  e n viron mental  prote ction a n d e ne rgy sav ing p ractices.  The ethi c alco nsid erations  i n th enat io nal framework w ere repr esentedi n  the p art i cipa n ts' re sp onses, inclu dingIn t ernet s a f ety , perso n alpri vac y, e qui tabl e  access to technology, c opyr ightc omp lianc e, an denvironm e ntal  sustain a bility. Keepup with technol o gy( or b e l e ft  b ehind). T heF indin g se cti onspre sent e d  the resu l ts  tha t show  Kee pup  with Tec hn ology ( o r be lef t be hind)  e me r ge d as th e core c atego ry  in the s t udy, th e ce nt ral phenomeno n that often  c once rns te c hno log y leaders. Cor 
 educational_technologies are_interconnected with agendas, economics,_and social_needs_and consequences._The_philosopher Feenberg (1991),_who critiqued the_instrumental view of technology,_argued, "Modem technology_is_no more neutral than medieval cathedrals or The Great Wall of China" because technologies_embody,_like those_constructions,_the_values o f the civilizations_that built them (p. 3)._The findings_show the instrumental view as a whole was_a_prevalent philosophy of_technology, but its normal property, technology is value neutral,_was only associated with eight participants._This surprising finding_might_be_interpreted as a possible_case of cognitive dissonance between technology_is value neutral, and Technology raises_questions o f human values. Festinger's theory_of cognitive dissonance posits that persons_experience discomfort or unease when_they encounter_new information that contradicts their_previously held assumptions_or beliefs_(Sullivan, 2009). Cognitive_dissonance can result in defense mechanisms_such as dismissing_new information, ignoring the conflict, or_resolving_the differences in_an_incomplete_way (Sullivan,_2009). When a_person_considers two_views_that are inconsistent with each other,_cognitive_dissonance posits that the person weighs the_importance of the cognitions,_and_may add or subtract_from the alternatives to reduce_the inconsistency (Harmon-Jones, 2009). Figure 3_displays the_relationship between_the contrasting philosophical perspectives Technology is value neutral and Technology raises_questions o f human values, and_the greater weight given_to the_latter._239 Technology is_value_neutral Technology_raises questions o f human values (technology_is value_laden) Figure 3. Technology is value_neutral vs. Technology raises_questions_o f human values. Consider ethical_factors associated with technology. Consider ethical_factors associated with technology involved_coding_instances_from 29 participants. The philosophical_perspective associated with this category aligns_with the approach_to technology and values taken in the_national_framework for K-12 educational technology leadership_(Consortium_for School Networking, 2011). This framework_addresses_ethical_considerations that are integral to_responsible technology leadership, including Internet safety_for students, computer security, equitable access to technology, copyright_compliance, personal privacy,_and environmental protection and energy_saving_practices._The ethical considerations in the national framework were represented in_the participants'_responses, including Internet_safety, personal privacy, equitable access to technology, copyright compliance, and_environmental sustainability. Keep up with technology (or_be left behind). The Finding sections presented the results that show_Keep up with Technology (or be left behind)_emerged as the core category in the_study, the central phenomenon_that_often concerns technology leaders. Cor