 should not resist technological change We should embrace technological change Keep up with technology (or I he (eft behind) core category Cohffief betvveenviews Pressure to keep up with technology Resistance to -* technological change (getting left behind) Teachers rarely or reluctantly integrate technology Teacher resistance to technology Prepare students to get ahead through technology competency Prepare students to get ahead with 21" century skills values or norms Risks to students should not stop technological change in schools Implement technology without sufficient evidence from academic research Figure 4. The imperative Keep up with technology (or be left behind) and its properties, following from the assumption Technological change is inevitable.__________________ 245 Bimber's conceptual framework fo r technological determinism. Bimber proposed three possible accounts of technological determinism including nomological, normative, and unintended consequences. Results o f the study show that different categories or properties in the data align with these three accounts of technological determinism in Bimber's conceptual framework (see Chapter 2). Normative technological determinism. Normative technological determinism posits that if the norms of practice or attitudes of those who employ technology become disconnected from broader ethical criteria, accountability to society, or consideration of means and ends, technology can be understood to have a dominance or autonomy over society (Bimber, 1994; Wyatt, 2008). The property technology takes precedence over other values or norms aligns with the normative account of technological determinism. Dimensions of 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. Meeting curriculum goals for Internet safety o f students is a state law in Virginia, and mandated Internet content filtering in schools is a federal law under CIPA. The dimension risks to students should not stop technological change in schools involved instances when participants stated that technological change takes priority over normal practices arising from Internet safety of students and CIPA. Minimizing Internet safety and loosening of Internet content filtering appears to be a consequence of Keep up with technology (or be left behind). We can interpret this as an example of normative technological determinism, because the norms of practice and attitudes become detached 246 from ethical criteria or accountability to society, in this case as it pertains to the safety of children in using the Internet. The dimension ethical norms changing because o f technological change involved coding instances in which participants stated that technological change takes priority over ethical norms concerning copyright and plag
should not resist technological change We should embrace technical variety restrain up with technology (or I he (eft behind) effect class Cohffief betvveenviews Pressure to keep up with technology Resistance to - * technical variety (getting left behind) Teachers rarely or reluctantly integrate technology Teacher resistance to engineering Prepare students to get ahead through technology competence Prepare students to draw ahead with 21 " century skills value or norms Risks to students should not stop technical change in schools Implement engineering without sufficient evidence from academic research Figure 4. The imperative mood Keep up with technology (or be left behind) and its properties, following from the assumption technical change is inevitable. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 245 Bimber's conceptual framework fo r technological determinism. Bimber proposed three possible account of technological determinism including nomological, normative, and unintended consequences. Results o f the study show that different categories or property in the data align with these three accounts of technical determinism in Bimber's conceptual model (see Chapter 2). Normative technological determinism. Normative technical determinism posits that if the norm of practice or attitudes of those who use technology become disconnected from broader ethical criteria, accountability to society, or consideration of mean and ends, technology can be understood to have a dominance or autonomy over society (Bimber, 1994; Wyatt, 2008). The property engineering subscribe precedence over other values or norms aligns with the normative account of technological determinism. Dimensions of this place included risk to students should not stop technical change in schools, implement technology without sufficient evidence from academic research, rapid technical change can make it difficult to focus on educational need, and ethical norms transfer because o f technological change. Meeting curriculum goal for Internet safety o f students is a state law in Virginia, and mandated Internet content filtering in schools is a union law under CIPA. The dimension risk to students should not stop technological change in schools involved instances when player stated that technological change takes priority over normal practices originate from Internet condom of student and CIPA. Minimizing Internet safety and loosening of Internet content filtering appears to be a consequence of Keep up with engineering (or be left behind). We can interpret this as an example of normative technological determinism, because the norms of practice and attitudes become detached 246 from ethical criteria or accountability to company, in this case as it pertains to the safety of child in using the Internet. The dimension ethical norms deepen because o f technological change involved coding instances in which player stated that technological change takes priority over ethical norms concerning copyright and plag
 shluld not resist technolonical change We should xmbrace technolugical change Keep up with txchnilogy (or I he (eft behind) cofe categogy Cohffiwf bttvveenviews Pressure to keep ul witk vechnology Resixtance to -* technological cfauge (getting left behind) Teachers rarqly or tepuctantly intedratt tqchnklogy Teacher resistance to technomogy Prtpare students to bet ahead through technolohy clmpetency Prepare dtudents to get qhead with 21" zentury skpnls values or norms Risks to students shojld npt stop texhbollcical changx in sbhools Implemcmt tecvnology without suffigient evudence from academic cesearch Figure 4. The imperatiee Keep up with tecynilogy (or te lddt cehjnv) ahd its prkperties, fkllowing frim the assumption Ttchgilogical chanfe is ynqvitable.__________________ 245 Bimber's conceptual framework xo d technological determibism. Bimber proposed jhree possyble accounts of technological determinism includhng nkooliglcal, bogmative, and unintended consequences. Results o r uhe study show thct different catrglrogs or propertigs in tks sata align with thfse thrge acciunts of uechnplogical determinism in Bimver's conceptlal dramework (see Chapcer 2). Normatire tecnnolobical determinism. Normacive tschnologicap determihksm posits that kf nhe torms of practice or attittdes of tiose cho empluy tgchnolody become fiscoktected from broadeg ethncal writeria, afcountability to society, or consideration of kedns and endf, tecmnology can be tnderstood to kave a djminavce or autknomy oter society (Fimber, 1994; Wyatt, 2008). The propertb technoljgy rakew preceadnce over othet values or norms aoigns with the norkatkbe account of tzehbological deterkinksm. Dpmeisionf of this pro[erth ivvludea risks to wgudemts should not stop dechhological change im fchools, umplemene technology eithout sufficient evidxnce fcom acsdeiic research, rapid technologiczl change cak make it difsicuot to focus pn educational needs, and ethical norms rhanging because o f tgchnological change. Mgetlng curriculnm goajs for Indernet safety o f stydents is a state law in Virginia, and jandatad Inhernet content filtering in schools is a federal law under CIPA. The dimenwion rmshs to studehts xhoulg uot stop eechiouogical change im schools involved instances whxn partici[auts stated that technological cfange takes ptiority over normal practides arisong from Internet safety of stucents and CIPA. Minimizinn Interner safsty and lousening of Interney contznt fiotering appcars to be a cunsrqmence of Kfep np cith technology (or be left behind). We cab lnterpret this av an examplc uf notmative jechnological detsrmihlsm, bgcause the norks of practice and attitudes becomv dqtached 246 from tthical criteris or acbountability vo society, it this case as it pertains to the safety of childreh in usinf the Inbernet. The dimensoln ethical norms changlng bqcause o f technologhcal change involved coding instances in whmvh paftibipanta stated that technological chakye takes priorpty ovwr ethical borms concedning cpprrighc and plag
should not resist technological change We should change up with (or I he betvveenviews to keep up technology Resistance to technological change (getting left behind) Teachers or reluctantly integrate technology Teacher resistance to technology Prepare students to get ahead technology competency Prepare students to get ahead with 21" century skills values or Risks students not technological change in schools Implement technology without sufficient evidence from academic research Figure 4. The imperative up with technology (or be left behind) and properties, following from the Technological change is inevitable.__________________ 245 conceptual fo r determinism. proposed possible accounts of determinism including nomological, normative, and unintended consequences. Results o f the study show that different categories or in the with these accounts technological in Bimber's conceptual Chapter 2). Normative technological determinism. Normative that if the norms of practice or attitudes those who technology become disconnected from broader ethical accountability to society, or consideration of means and technology can be understood to have a dominance or autonomy over society (Bimber, 1994; Wyatt, property technology takes precedence other values or aligns the account technological determinism. of this property included risks to students should not stop technological in schools, implement technology without sufficient evidence from academic research, change make it difficult focus on educational needs, ethical changing because o f Meeting goals o students a state law in and mandated Internet content filtering schools is a federal risks to students should not stop technological change schools involved instances when participants stated that change takes priority over normal practices arising from Internet safety of students CIPA. Minimizing and loosening of Internet content filtering appears to a consequence of Keep with technology (or be left behind). We can interpret as example of technological determinism, because norms of practice attitudes become detached ethical criteria accountability society, as it pertains to the safety children using the Internet. The dimension norms o f technological change involved coding instances in which participants stated that technological change takes ethical norms concerning copyright plag
 should not resist technologiCal change WE shouLd eMbrAcE tecHnolOgical change KeEP up wIth technology (or I he (eft bEhind) CoRE catEGoRy CohFfief beTVvEENviEwS PResSuRE tO keep Up wIth techNology ResiStaNcE to -* technologICaL change (getTinG left behind) TEacHers raReLy oR RelucTanTly inTegratE TechnoLogy TeachEr REsistaNCe to tecHNOlOgy PRepare students to gET aHEad through techNology CoMPeTENcy prePare studenTs To get AHead witH 21" CeNTURy sKIlls values or nOrms Risks to STudEnts shOuLd nOT stop tEchnoLoGIcaL change in scHoolS ImplemenT technOLogy witHOut suffIcient EviDenCe frOM aCaDemIc REseARcH FiGUre 4. the imperAtIvE Keep Up wiTH TEChnoLogY (or bE left Behind) and its pRopErtiES, foLlowiNg froM the AsSumptIon TecHnoloGiCal change is inevItabLe.__________________ 245 Bimber's ConCePtuAl FrameWOrk fo r TecHnoLogical DetermiNIsm. biMBER pRoposed three possibLe ACCoUnts of teChnoloGIcAl DEterminiSm IncLudiNG NomolOgicAL, nOrmative, And uniNTeNdEd conseQuEnces. REsUltS o f The stUDy shOw that DifferenT cateGOries or propertIEs in the data alIGn WITh THese ThrEe accounts oF tecHNoloGicaL DeTerMInism In BimBeR'S cONceptual framework (seE CHapter 2). normaTive technologIcal determINISm. NormatIve tEChNOlogical determInism Posits that IF the normS of prActice or Attitudes OF Those who EmpLoy TecHnoLOGy Become disconnECTed fRoM broadeR etHical crIteRia, AccOunTaBility to sOciety, or CoNsIdErAtiOn of mEAns and enDs, TecHnOloGy can BE underStood To haVe A dOMinAnce or aUToNOMy ovEr SoCietY (BiMbEr, 1994; WyaTt, 2008). ThE ProPerty teChnology tAkeS PrecEdEnCe over oTher values or nOrMs aligns wiTh The NormatIVE account Of technological determinISm. DimenSioNs of 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. MEETinG curriculuM goals foR Internet SAfety O F sTudenTs iS a statE lAw iN VirgInia, anD ManDated internEt ContenT filtErIng in schOols is a federal law under CiPA. The DimenSioN risks to sTudENts Should not Stop TechnologiCal ChaNge in SchOOls inVolvED iNstANces wHen pARticipantS StAteD THaT technologiCAL ChaNge taKes PRioritY oveR normal practices aRIsing from InterNet sAFEty Of sTUdenTs And CIPA. MinimizIng inTERnet safeTy And looseninG of InterNeT ConteNt filtEring aPpears tO BE a COnsequEnce Of KEep up with TecHnOLogy (or bE lEfT Behind). we caN iNterprEt this AS an eXAMple of normative tEchnoLOGical DEteRminiSm, Because THe noRms of practIce and attitUdes beCome DetacHed 246 from EtHical cRitErIa or accounTAbility to SocieTy, in thiS cAse aS it PertaiNs to THE safeTy of ChIldRen in usinG THe iNtErNEt. THe diMensiOn EthiCal norms cHAnging beCauSE o f techNoLogICAl chanGE iNVOlved codinG inStancES In which parTIcipANtS StateD that tEchnolOgical cHAngE tAkes priOriTY Over ethicAl norms coNCerNiNg coPyright aNd Plag
 should not resist technol ogical cha nge W e s hou ld  emb race  technological chan ge Keep up with techno logy(o r  I h e  ( eft b ehind)c or e cat eg or y C oh f fi ef be tvv eenview s Pressure  to  k eep up witht ec hnology Re sis tance to -*tec hnolog ic alc hange  (g ettin g left behind ) Teacher sr arelyo r reluc t a nt ly i ntegrate technolo g yT eacher resista nce to  t e ch n o log y P repare stu de nts t o  get ah e ad t h rou g h technologycompetencyP rep are st ud ent s  to ge t ahe ad wit h 21" centu ry s kills val ues or norms R i sks tostuden tssho uldn ot  s top  t e chn o lo gic a l c hange in  s ch oolsImpl e m e n t te chn olog y wit hout sufficie ntevid e nce  from  acad emic  r esear ch Fig ure 4 .The imperativeKeep  up withtec hn olo gy  (orb e left  be hin d) andits pro p ert ie s , fo llowing from the a ss u m pt ion Tech nologi c al  c h ange isin evi tabl e . _____ ____ _ __ ______ 2 45 Bim b er 's  concep tu al fra me wor k f o r t e chno logica l determ inism .  Bimber propos e d three possi b le a cc o unts  of  technologi cald eter mini s minc l uding  nomo lo g ic a l, normative, and u ni ntende d con sequences. Re sults o ft h e  study s howt ha t  different cat egori es or prop e rties in  thedata ali gn with t h e se three  ac cou nts  of t ec hnological de t e rmin is m in Bi mbe r's con cep tua l f ram ew ork (seeChapter2) .No rm ati ve te c hnologic al  de te rmi nism. Normat ive t echn ol og i cal  determ i ni s m  pos it sthat  if  t he no rmso f p ractice  or attit ude s  ofth os e who e mploy technol og y become d is con nected f rom broa der ethical criteria, a c countab ili ty to  soc iety, orcon sidera tio n  of me ans an d end s,  te c h nolog y ca n b eunderstood t o h ave a  d omin ance or  autonomy over soc i ety  (Bimber, 199 4;Wyat t ,  2 008 ) .T hepr o per t y  technology tak es precede nc e  o ver otherv alu es  or nor ms alig ns wi t h the n ormativeaccount o ftech n o log ical deter minism.Dimension s  of t h is  prop ert y incl ud edrisks  to st u den ts sh ould n ot  stoptechn ol ogical c hange in schools, imple ment t echno log y without  su f fic ient evid ence  from acad emi c r esear ch, rapid  tec h no log i cal c hang e  can make it  di f f ic ult to focu s o n e ducat ion a l need s, a nd ethical normsc hanging becaus e of tec hno l ogic al  change. Meeti ngcu r r iculum g oa ls for Inte rnet saf et y  o fstuden ts isa state l aw in Vir gini a,and manda ted  I n ternetco nt e nt fil teri ng  in sc hoolsi s af e deral law underCIPA. T he di m ens ion r is ks to s t uden ts shouldnot stop te chnolo gica l cha nge insc hoolsinv ol ved instan c es when p artic ipantsst ated  th at tec hnol o g icalchan ge  ta kes prior i t yo ve rn orm al p racti ce s ar ising fro m  Interne t s a fety of  s tud e n ts and CI P A . Minimizi ngInter n e t safety a n d lo o se n ing o f Inte rnet c ontentf ilt er ing app ear s to be a c onsequenc e  of  K eepup withte chno lo gy(o r be left behin d). We c an inter p r et thi s a s  ane xample  o f normativetechn ol o gical d e t erm inism,b eca use  th e no rms  ofp ractice and attitudes be come  deta c hed  246fromet hical cr i teri a or acc o untability to  society, in th i s c a se a s i t  p er tains tothe safet y of  ch ildr enin u s i ng t h e In t er net.  The d imen si on  ethicalno rms cha n ging bec ause  o fte ch n ol ogicalchange i nvolv ed  coding i n stances  inwh ich participa nts stated t ha t te chnolo g ica l c h a nge takes pr iority ove r e thical nor ms  co n cer ningcopyright and  pl ag 
 should_not resist_technological change We should_embrace technological_change_Keep up_with_technology (or I_he (eft behind)_core category Cohffief betvveenviews_Pressure to keep_up_with technology Resistance to -* technological change (getting left behind) Teachers rarely or reluctantly_integrate_technology Teacher_resistance_to_technology Prepare students to get_ahead through technology competency Prepare_students to_get ahead with 21" century skills values or_norms_Risks to students_should not stop technological change in schools Implement technology_without sufficient evidence from academic research_Figure 4. The_imperative_Keep_up with technology (or_be left behind) and its properties,_following from the assumption Technological change_is inevitable.__________________ 245 Bimber's conceptual framework fo_r technological determinism. Bimber proposed three_possible accounts of technological determinism_including nomological,_normative, and unintended consequences. Results_o f the_study show_that different categories_or properties in the data align_with these three_accounts of technological determinism in Bimber's_conceptual_framework (see Chapter_2)._Normative_technological determinism._Normative technological determinism_posits_that if_the_norms of practice or attitudes of_those_who employ technology become disconnected from broader_ethical criteria, accountability to_society,_or consideration of means_and ends, technology can be_understood to have a dominance or_autonomy over_society (Bimber,_1994; Wyatt, 2008). The property technology takes precedence over other values_or norms aligns with the normative_account of technological determinism._Dimensions of_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. Meeting curriculum_goals_for_Internet safety o f students_is a state law in Virginia,_and mandated Internet_content filtering in schools is a federal_law_under CIPA. The dimension risks to_students_should not stop technological change in_schools_involved_instances when participants stated that_technological change takes priority over normal_practices arising from Internet safety of students and CIPA._Minimizing Internet safety_and loosening of Internet content_filtering_appears_to be a consequence of Keep up with technology (or_be left_behind). We can_interpret this as an example of normative technological determinism, because_the norms of practice and attitudes become_detached 246 from ethical criteria or accountability to society, in this_case as it pertains to the safety of_children in using the Internet. The dimension_ethical norms changing because_o_f technological change involved coding instances in_which_participants_stated_that technological change_takes priority over_ethical norms concerning_copyright and_plag