 leaders' thinking or decision making. Strobel and Tillberg-Webb (2009) asserted that a questioning of assumptions about educational technology should begin by analyzing how philosophical perspectives about technology may correspond to technological determinist thinking and beliefs. Technological determinist assumptions might include the assumption technology is an inevitable force for social change (Leonardi, 2008; Leonardi, 2009). Such assumptions might involve the nomological variant of technological determinism (Vermaas et al., 2011), sometimes called hard 24 technological determinism (Strobel & Tillberg-Webb, 2009), that sees technology as the dominant force causing social change. Another possible perspective would be soft technological determinism that sees technology as one influence among other factors causing change (Strobel & Tillberg-Webb, 2009). Other variants of technological determinism might include views characterized by either the unintended consequences account, or the normative account of technological determinism (Vermaas et al., 2011). Q l. What broad philosophy of technology assumptions are present in the thinking of K-12 technology directors and instructional technology specialists? Q2 How do philosophy o f technology assumptions influence the decisions that leaders make about educational technology? Q3. What assumptions characterized by technological determinism may be present in leaders' thinking or decision making? Nature of the Study This qualitative study involved examining what philosophical assumptions about technology were present in the thinking of K-12 technology leaders, and whether thinking included technological determinist assumptions. The study also explored how philosophy of technology assumptions influenced the decisions that leaders made concerning technology initiatives. The study's research design employed Corbin and Strauss qualitative data analysis, which can be useful for generating conceptual theory from empirical data (Corbin & Strauss, 2008). An important research goal was to develop a conceptual theory derived from the data that better explains the influence of philosophy of technology assumptions in educational technology leadership. 25 Participants for the study involved technology directors and instructional technology specialists from Virginia school districts. Virginia technology directors are the chief technology officers for their school districts, work closely with school superintendents and stakeholders, and provide district-wide leadership and vision for educational technology in support o f school district goals (Consortium for School Networking, 2011). In Virginia, instructional technology specialists are employed according to the state's Standards of Quality, and these licensed educators provide leadership for instructional technology integration, including collaborating with and training teachers to integrate technology and software effectively (Virginia Department of Education, 2008b). The official name used by the state of Virginia for
leaders' thinking or decision making. Strobel and Tillberg - Webb (2009) asserted that a questioning of assumption about educational engineering should begin by analyzing how philosophic perspectives about engineering may correspond to technological fatalist thinking and beliefs. Technological determinist premise might include the assumption engineering is an inevitable force for social change (Leonardi, 2008; Leonardi, 2009). Such assumptions might involve the nomological random variable of technological determinism (Vermaas et al. , 2011), sometimes called hard 24 technological determinism (Strobel & Tillberg - Webb, 2009), that sees engineering as the dominant force causing social variety. Another possible perspective would be soft technological determinism that sees engineering as one influence among other agent causing change (Strobel & Tillberg - Webb, 2009). Other random variable of technological determinism might include views characterized by either the unintended consequences account, or the normative account of technological determinism (Vermaas et al. , 2011). Q l. What broad philosophy of technology assumptions are present in the thinking of K-12 technology directors and instructional technology specialists? Q2 How do philosophy o f engineering premise influence the decision that drawing card make about educational technology? Q3. What assumptions characterized by technological determinism may be present in leaders' thinking or decision devising? Nature of the Study This qualitative study involved examining what philosophical assumptions about technology were present in the thinking of K-12 engineering leaders, and whether thinking included technological determinist assumptions. The study besides explore how philosophy of technology assumptions influenced the decisiveness that leaders made concerning technology initiatives. The study's research design hire Corbin and Strauss qualitative data psychoanalysis, which can be useful for generating conceptual theory from empirical data (Corbin & Strauss, 2008). An significant research finish was to develop a conceptual theory derive from the data that better excuse the influence of doctrine of technology assumptions in educational technology leadership. 25 player for the study involved technology directors and instructional technology specialist from Virginia school districts. Virginia technology director are the chief technology officers for their school districts, work closely with school superintendents and stakeholder, and provide district - wide leadership and vision for educational technology in support o f school district goals (Consortium for School Networking, 2011). In Virginia, instructional technology specialists are employed harmonize to the state of matter's Standards of Quality, and these licensed educators provide leadership for instructional technology integration, including collaborate with and training teachers to integrate engineering and software effectively (Virginia Department of Education, 2008b). The official name use by the state of Virginia for
 lewders' thinking or decisiun making. Strobgl and Tmllberg-Sebb (2009) asrerted that a questioning of awsumpupons about educationau technollgy shouod btgin by analyzing how philosophjgal pzrwpectives abouj technology may correspong go technological determinist thinking and bekiffs. Technologisal cqterjpnlst assumptions might include ths assumktion technology ix an inevitable force for dociwl change (Leonardi, 2008; Leonardi, 2009). Sucr assumptions might involve the nomklogical variant of technologicxl decerminism (Vgxnaad et al., 2011), somxtimes called hard 24 technonogical determinism (Sbroben & Rillberg-Webb, 2009), that sexs technology as the dominant fkrce causing sociql chance. Atothde pussjbke perspfctmve would bs soft techbological determinixm nnat sees tecgnologr ws one influence among other factors calsinf change (Strobel & Tillbwrg-Webb, 2009). Other varianjs of techgological determinism might include views charactarizev cy tibmer gye unintended consequences account, or the normaejvt abcount of technoljgical detetmlnofm (Vermaas et al., 2011). Q l. Shat broad philosoohy of jechnooogy assuiptipns are present in the thinjing of K-12 tebhnooogy directors and instructioual tevhnolpgy specialists? Q2 How du phjlosophy o v technolkey assumptions ivfllenca the decisions that leadews make auout zducatioval jechnoljgy? Q3. What assumptions characterizfd by tachnologicwl determinism may be present ii leaders' thimkhng or decifion kaking? Nature of the Study Jhis qualntativd study innolved exemining what philosophican assumptions about tqchnilogt were ofesent in the yhinking of K-12 technilogy leaders, and xhetfsr thinking incoudtd technological degeriijixt dssumptions. Dhe rtuau alsu explored mow phikosophy of technologf asaumptions influencrd the decusions trat leaders msde concerning tecjnolojy iniviativrs. Jhe study's research design emplkyed Corbln wnd Strauss zualltatyve data aualysis, which can be useful for generatiig conceptual theory ftom empirical data (Cotbik & Strauss, 2008). En impjrtant revearch goal was to dwvelop a conceptusl theory derived froj the gata hhat better explains the influence of philosophy of technology assumptionw in evusational tedhnokogy necdexship. 25 [artmcmpants for the stldy involved technology directorr and invtxuctional technology specialixtr from Virginka school districts. Virgjnia tecnnology directors are the chief technology officers for their sxhool distrpdtr, work closely witn schoml superintebdenbs and stakehoudets, and provlde viscrict-wide leadership and vision fir eduxahional technologb in support u f sbhool dystrict goals (Cohsorflum fur School Neteorking, 2011). In Vitginia, instructional tqchnology specuzlists are ekploygb according tp the state'v Standards of Quality, and these licensed educators provide meadershlp for instructiomel technology integratiok, incjuding cullaborating with and training teachers to integrate ternnoloey wnd skftware effecnively (Virginia Department of Educxtion, 2008b). The offixial name uaed by yhq stace of Virginia for
leaders' thinking or decision making. Strobel and asserted a questioning assumptions about educational how perspectives about technology correspond to technological thinking and beliefs. Technological determinist assumptions include the assumption technology is an inevitable force for social change (Leonardi, 2008; 2009). Such assumptions might involve the nomological variant of technological determinism (Vermaas et 2011), called 24 determinism (Strobel & Tillberg-Webb, 2009), that sees technology as the dominant force causing social change. Another perspective would be soft technological determinism that sees as one influence among factors causing change (Strobel & 2009). variants of determinism include characterized by either unintended consequences account, or the normative account of technological determinism (Vermaas et al., 2011). Q l. What philosophy of are present the of technology directors and specialists? Q2 How do philosophy o influence the decisions that leaders make about educational Q3. What characterized by technological determinism may be in leaders' thinking or decision making? Nature of Study This qualitative study involved examining what philosophical assumptions about technology were present in the K-12 technology leaders, and thinking included technological assumptions. study explored philosophy of assumptions influenced the decisions that leaders made concerning technology initiatives. The research design employed Corbin and Strauss qualitative data analysis, which useful generating conceptual theory empirical data (Corbin & 2008). important research goal was a theory data better the influence of philosophy technology assumptions in educational technology 25 Participants for the instructional technology specialists from Virginia school districts. Virginia directors are the chief technology officers for school districts, work closely with school superintendents and stakeholders, and provide district-wide and vision technology in support o f school district goals for School Networking, 2011). Virginia, instructional technology specialists are employed according to the Standards Quality, and licensed educators provide for instructional technology including collaborating with teachers to technology software of Education, 2008b). The official name by state of Virginia for
 leaders' thinking or decision Making. StroBel anD TiLlbErG-WebB (2009) assErted that a quesTIoniNg of assumptions about edUcatiOnAL tecHNoLogy sHould beGIn BY AnaLyZiNg hOw PHiLosopHicAl perspEctives aboUt tEcHnology may coRReSpond to tecHnoLogical deterMinIst thiNkIng ANd belIefS. TechNologiCAl deteRminist asSuMPtions MIght incLUDe The aSsumption technoloGY iS An inevitable foRce for SoCIaL CHanGe (LEonardi, 2008; LeoNaRdi, 2009). SuCH assumpTIoNS MIghT Involve the nomOlogical varIAnt Of techNoLogICal detErminIsM (verMaas et al., 2011), somEtimEs called hArd 24 tecHNologicAL determInism (STroBel & tillBErG-WEbb, 2009), ThAT seES tEchNOloGy as the dOmInAnt foRce cAUSINg soCiaL chaNge. AnOther possible PerSpecTIve Would Be sofT tecHnOlogiCal detErminIsM that sees technoLogy As one inflUenCe AmoNg Other FActors CauSinG change (strobel & tIllBeRG-wEbB, 2009). Other variants of teChNOLoGical detErminiSM mIgHT include ViEws CharACTerizEd by EItHer the unIntendED cOnSequencEs AccounT, oR thE noRmatiVE accOunt of TechnoloGical DEterminism (VermAAs et al., 2011). Q l. What bROaD PHiLOsopHy oF technology AssuMPtioNs arE PrEseNT in thE thinKiNG oF k-12 technology directorS aNd instRuctiOnal technologY specialisTS? q2 how do phiLosoPHy O F technology assUmptiOns influenCE the deciSions That leadErs make abOUT educatiOnaL teChnOloGY? q3. WHat assumptionS CHaraCtErized bY teChnologIcaL deTerMinIsM may be preSent in leAdErS' tHiNkiNg or dECision maKiNg? NAtUre Of the sTudy ThIs quaLitaTiVe STudY involvED eXAMiniNg WhAt phIloSoPhicaL assUMptIons aboUt technolOgy WEre pReSeNt in the Thinking of K-12 teChNology leadErS, anD whethER Thinking Included technological deTErminisT asSumptIons. the study aLso ExplorEd hOW philoSophy oF techNoLogY ASsumpTIOnS inFlUenced the dECIsiOns thAt LeadErs made Concerning technoloGY inItiatives. The sTudY's reSEArCh dESiGN emPlOYed cORbin and Strauss qUalitative DaTA aNalysis, whiCH caN bE useful For geneRatinG ConceptUal theory From empirIcAl daTA (corBin & Strauss, 2008). an importAnt researCH goal WAs To devEloP a concEpTuaL theoRy deriVEd fRom thE data tHaT betteR explAiNs the infLuence of philosophy of tecHnologY assuMptIons in eduCatIOnaL technoloGy leAdership. 25 PaRtiCipAnts fOr tHE studY invOLvEd tEChnolOgy dIRectors anD InStrUCTiOnal technolOGY SpeCialiSts FRom VirGiniA school districts. VIRginia technoloGy diRECtoRs aRE the ChIef technology oFfiCeRS For their ScHool districTs, work clOsELy witH schooL superIntendeNTS aND stakeHoldErs, And providE diStRIct-wide LeAdERship aNd viSiOn for eDucatiONal tECHnology in support O f schOOL distRIct Goals (coNsortiuM For SChool NetwoRking, 2011). In VirgInia, inStruCtionAl technOlOgy speCiaLiSts are emplOYed accordIng to The statE's stanDarDs of QuAlitY, ANd theSe liCeNseD educatorS PRoVIdE lEAdeRshiP for iNsTrucTional tecHNology inTegRAtion, inClUdiNG CollabORaTINg with and tRaiNing tEAChers to intEGratE TeCHnoloGy and sOftwarE effectIVelY (VIrginia depARTment of EdUcation, 2008b). THE ofFiCial Name used By The sTaTe oF VIrginia for
 leaders' thinking or deci sion makin g. St rob elan d Ti llbe rg-Webb (2009) asse rted that a questionin g ofas s umpt i on s abo ut educ a ti o n alte ch nol og y  s hould  be gin byanalyzinghow  p hilosophical pe rspectives  ab out technolo gymay co rr esp o nd to  te chnol ogical determ inist thi nk i ng and beliefs . Te chno logical determini s ta ssumptions mig ht inc lu d et h e a ssu mption tec hn ology is an i n ev i t a ble force for soc ial change( Leo nardi,  2 008 ;  Leona rdi,20 0 9).  Such assum ptio ns mightinvolv e  the no m ologica l vari ant  of  tec h no lo gic al det e rm ini s m ( Vermaaset  a l., 2 011) , s o meti mes  cal led h ard 24 techno log ical det ermin ism ( Stro be l & T illber g-Web b,  2009), that se es t echnology  as  t hedo minan t  force  ca usi ng soci al chan g e.An o t h er  possible perspect iv e wo uld be s oft te c hn ol o gical de te rmi nism t hat s eest ec hnologyas one in fl uence a mo ng oth er  fa cto rs ca u sing  chang e (Strob el &T illberg-Webb,2 009). Other v a ri a n ts of t ech nological d eter m inis m mi g ht  in c ludeviews  c h ar a cterized by eitherth e unin tende d consequence s account, o r  the nor mati v ea ccount of tech nolog ical deter m inism (V ermaa s et al. , 2011).Q l. Whatbro adphi los o p hy  of technolog y assu mp tions a represent  in  th e t hin ki ng of K-1 2 techno lo gy  d ir ect ors a n d instru ct ion al  te chnol o gy spe ciali sts?  Q 2H owdo phil o so p h y ofte chno log yassum ptio n s i nfluenc e the dec isi o ns t ha tleaders  make about e du cational t ec hno logy?Q 3 . What a ssumptions characterize d  by tec hno logic al d eterminis m m ay bepre s ent in  leade rs' t hi nki n g  or d e c is ion  m aking? Nat u r e o f the  S tudy  This q ualitative study i n vol ved examining  wh at p h i lo sop h ic a l a ss u mpt i o ns about techno logy werepr e se nt in thet hin ki ng of K -12 tec hnolo g y leade rs, and w hether th in king i ncl uded techn ological  determin i st as s um ption s.The st ud y a lso e xplore d  ho w phi losoph yof tec hnolo gy  assumpt ions influenced the dec isions  that  le aders mad e c o nce rning tec hnol ogy initia tiv es.  Thestu d y's r esea r ch  de s ign e mplo y ed Corbin an d S t r au ss qualitat i v e  da ta an aly s is, wh ichcan be useful for generating con cept u a l t heo r y fr om  empirical dat a ( Co r b in & Str au ss, 2008).An impor ta n t res earchgoal w as to d e v el o p a co ncep tua l theoryder iv e d fromth ed ata th at b et ter ex plains thei n fluence of philo sophy o f tec h nol ogy a ss umption s  ineducationa l technolog y lead ersh ip. 2 5 Parti ci pantsfor  t he study i n volved te chnol ogy dir ec tors  an d inst ruct i o nal t echn ol ogy  speciali s t sf ro mV irg inia  scho ol  dis tricts. V i rginia t ech n ology d ir ect o r s aret he c hief techn olo gy of f i cers for t h eirs ch o ol di strict s, wor k close l y w it h schoo l s u p erintende nts and s t ake ho lder s, and p ro vide  d ist ri ct-wide leaders hip andvision f o r  educa tio n al t e chnolo gy  in supporto f s ch o ol dist r i ctgoals ( C ons ort ium  for  Sc hool Networking, 2011). In Vi rgin ia, i n str uctio nal t ec hnologys peci alists a r e employed ac cording to thes tat e 's S tan d ar ds  of Quali ty, and t hese  li cens ededuc a t orsp rovi d elead ership  for  i ns tructiona ltechnol o gy i n teg rati on, i nc lu d in g colla borating  with  a nd traini n g teach ersto  integrate te chnology and  s oftw are ef f ect ive l y  (Virginia D epartmentofEducation,  2 008 b ).The o fficial nameuse db y t he s ta te ofVirginia  for
 leaders'_thinking or_decision making. Strobel and_Tillberg-Webb (2009)_asserted_that a_questioning_of assumptions about_educational technology should_begin by analyzing how_philosophical perspectives about_technology_may correspond to technological determinist thinking and beliefs. Technological determinist assumptions might include the_assumption_technology is_an_inevitable_force for social change (Leonardi,_2008; Leonardi, 2009). Such assumptions_might involve_the nomological variant of technological determinism (Vermaas et_al.,_2011), sometimes called_hard 24 technological determinism (Strobel & Tillberg-Webb, 2009), that_sees technology as the dominant force_causing social change._Another_possible_perspective would be soft_technological determinism that sees technology as_one influence among other factors causing_change (Strobel & Tillberg-Webb, 2009). Other variants_of technological determinism might include views_characterized by either the unintended_consequences account,_or the normative account of_technological determinism (Vermaas_et al.,_2011). Q l._What broad philosophy of technology assumptions_are present in_the thinking of K-12 technology directors_and_instructional technology specialists?_Q2_How_do philosophy_o f technology_assumptions_influence the_decisions_that leaders make about educational technology?_Q3._What assumptions characterized by technological determinism may_be present in leaders'_thinking_or decision making? Nature_of the Study This qualitative_study involved examining what philosophical assumptions_about technology_were present_in the thinking of K-12 technology leaders, and whether thinking included_technological determinist assumptions. The study also_explored how philosophy of_technology assumptions_influenced_the decisions that_leaders_made concerning_technology initiatives. The study's research design employed_Corbin and_Strauss qualitative data analysis, which can_be useful for generating_conceptual_theory from empirical data (Corbin &_Strauss, 2008). An important research goal_was to develop a conceptual_theory_derived_from the data that better_explains the influence of philosophy of_technology assumptions in_educational technology leadership. 25 Participants for the_study_involved technology directors and instructional technology_specialists_from Virginia school districts. Virginia technology_directors_are_the chief technology officers for_their school districts, work closely with_school superintendents and stakeholders, and provide district-wide leadership and_vision for educational_technology in support o f_school_district_goals (Consortium for School Networking, 2011). In Virginia, instructional technology_specialists are_employed according to_the state's Standards of Quality, and these licensed educators provide_leadership for instructional technology integration, including collaborating_with and training teachers to integrate technology and software effectively (Virginia_Department of Education, 2008b). The official name used_by the state of Virginia for