 data analysis application MAXQDA, recommended by Corbin and Straus in their research guide, to import transcripts, write memos, code conceptual categories, properties, and dimensions from the data, conduct data analysis, and refine conceptual theory. To complement the constant comparative analysis used, the researcher used theoretical comparisons to help him deal with unexplained incidents in the data that required wrestling with the data to identify the significance and meaning of the unexplained (Corbin & Strauss, 2008). Theoretical comparisons are an analytical tool to stimulate logical thinking by comparing the properties and dimensions of concepts (Corbin & Strauss, 2008). In order to deal with surprising phenomenon, the methodology counts on abductive reasoning to explain the unexplained (Reichertz, 2007). Abductive reasoning attempts to close the gap by conjecturing an hypothesis, that if it were true, 29 would cause the surprising phenomenon as a matter o f course, and thereby explain it (Wuisman, 2005). The analytical process of integrating conceptual categories continued as the researcher refined theory, checked for gaps in logic, and reworked the categories (Corbin & Strauss, 2008). The researcher continued data collection and analysis continued until the point o f theoretical saturation, when the properties, dimensions, and variations of all conceptual categories were well developed (Corbin & Strauss, 2008). It was evident after collecting and analyzing data from 31 participants that theoretical saturation had been reached. Because theoretical integration should place theory within the context of other theories (Urquhart, Lehmann & Myers, 2010), the literature was consulted to stimulate questions during analysis, guide theoretical sampling, and help to validate research findings and theory (Corbin & Strauss, 2008). While writing memos within MAXQDA, the researcher included appropriate citations from the literature in memos to support the theoretical integration. Significance of the Study Collier (1994) argued that proceeding without examining assumptions does not mean an absence of philosophy, but rather bad philosophy. Epistemological assumptions and beliefs have been the focus of recent educational technology research (Chai, 2010; Erkunt, 2010), and research on transformational leadership in education (Brownlee, Nailon, & Tickle, 2010). Many scholars have argued that philosophy o f technology assumptions, including technological determinism, can influence the thinking, discourse, and decisions of educators concerning technology (Bennett & Maton, 2010; Brown & Czemiewicz, 2010; Jones & Czemiewicz, 2010; Jones & Healing, 2010; Kanuka,
data analysis application MAXQDA, recommended by Corbin and Straus in their inquiry template, to import transcripts, spell memo, code conceptual categories, properties, and dimensions from the datum, lead data analysis, and refine conceptual theory. To complement the ceaseless comparative analysis use, the research worker used theoretical comparisons to avail him deal with unexplained incidents in the datum that required wrestling with the data to name the significance and meaning of the unexplained (Corbin & Strauss, 2008). Theoretical comparisons are an analytical tool to stimulate legitimate thinking by comparing the properties and dimensions of concepts (Corbin & Strauss, 2008). In order to share with surprising phenomenon, the methodology counts on abductive reasoning to explain the unexplained (Reichertz, 2007). Abductive reasoning attempts to close the gap by conjecturing an hypothesis, that if it were true, 29 would cause the surprising phenomenon as a matter o f course, and thereby explain it (Wuisman, 2005). The analytical process of integrating conceptual categories cover as the researcher refined hypothesis, discipline for gap in logic, and reworked the categories (Corbin & Strauss, 2008). The researcher continued data collection and analysis continue until the point o f theoretical saturation, when the properties, dimensions, and variations of all conceptual category were well developed (Corbin & Strauss, 2008). It was evident after collecting and analyzing datum from 31 participants that theoretical impregnation had been reached. Because theoretical integration should place theory within the context of other theories (Urquhart, Lehmann & Myers, 2010), the literature was confer to stimulate questions during analysis, steer theoretical sampling, and help to validate research findings and hypothesis (Corbin & Strauss, 2008). While writing memos within MAXQDA, the researcher included appropriate citations from the literature in memo to support the theoretical integration. Significance of the Study Collier (1994) argued that continue without examining assumption does not mean an absence of philosophy, but quite bad doctrine. Epistemological assumptions and beliefs have been the stress of recent educational technology research (Chai, 2010; Erkunt, 2010), and research on transformational leadership in department of education (Brownlee, Nailon, & Tickle, 2010). Many scholars have argued that philosophy o f engineering assumptions, including technological determinism, can influence the thinking, discourse, and decisions of educators concerning engineering (Bennett & Maton, 2010; Brown & Czemiewicz, 2010; Jones & Czemiewicz, 2010; Jones & Healing, 2010; Kanuka,
 daha analysis application OAXQDA, recommenbwd by Rorbin znd Strajs in their research guide, tl umporu transcripts, write memos, cofe conceptuao categories, properbnes, ahf dikxnsions from thg data, conduwt data analyshs, aud refine conceptual theory. To complqment tne constant compwratpvq anzlysis used, the researcher used thsoreticel comparisons yo help him deal with unexolaijed incidents in tje data thaj rezyired wrestlkng with the data to isentify the significance and mexning of the ungrplalted (Corbin & Stralss, 2008). Theoretigsl com[arisonx are an analybical toil to stimulate logicel thinking by compating the pso'erties and dimensionw if cotcepds (Cuebiv & Atcauas, 2008). In orver to deal with surprusing phenomenon, tht mqnnodology couhts on afductive reasoning to explain the unexpnaihed (Reichertz, 2007). Abductivw reasoning attempts jo close tre gap by conjecturing an hypothesis, that if it ware tcud, 29 ciuld zqude the surprising phenomenon as a matter o f skutsv, and thereby expjain it (Wuixmwn, 2005). The analyticxl proessa of integrating clnceptuwl caregories sontonued as the researcher refuned theory, bhecjed for gaps in loyic, and rewoxked tne cayegories (Corbin & Strausr, 2008). Tge researchfr continhdd data collectiun sng analysis continued until the poinv o f theoregicak satuwation, whej the properties, dimensilns, aud vasiations ov all conceptual categories werx well develoked (Cogbin & Strcuss, 2008). Lt was evident wfter collectiug and aualyzivg data frkm 31 parvicipants thwt theoretican saturation iad been weacyed. Vecause gheoretical inyegration should plqce theory within bhe cuhtext of other ckeiries (Urquhart, Kehoang & Mbers, 2010), dhe literatuse wxs zpnsulged to stimmlage qiestions during analfsis, guide theoretical swmpling, qnd help to validate tesearch findings wnd tieory (Rorbin & Sjrauss, 2008). While writing memos witgin MAXQDW, tme researcher incouded appropxiate citations from the literature in mxmos to support the thgoretical integration. Xignificancx of tre Study Wollier (1994) argued that proceeding withomt examining assumptiohs doev not mean an absence of philosophy, but rather bad philosophy. Epistemological qssumpvijns and beljefs have bzen the fjcus uf recent educatponal technology research (Chai, 2010; Xrkunt, 2010), ang xesearch on transformational kexdership in eaucation (Brownlee, Nailon, & Tickle, 2010). Many scholars have argued thay philosophy o f technolpgy assunptiohs, includiig technological detrrminivm, cab influwnce the thinking, dixclurse, and decmsikns of educators concerning techbology (Bfnnett & Maton, 2010; Bcown & Czemiealcz, 2010; Jknes & Szemiewicz, 2010; Jonea & Hswling, 2010; Kanuka,
data analysis application MAXQDA, recommended by Corbin in research guide, import transcripts, write and from the data, data analysis, and conceptual theory. To complement the constant analysis used, the researcher used theoretical comparisons to help him deal with unexplained in the data that required wrestling with the data to identify the significance meaning the (Corbin Strauss, 2008). Theoretical comparisons are an analytical tool to stimulate logical thinking by comparing the properties dimensions of concepts (Corbin & Strauss, 2008). In to deal with surprising the methodology counts on abductive to the unexplained 2007). reasoning to close the by conjecturing an hypothesis, that if it were true, 29 would cause the surprising phenomenon as a o f thereby explain (Wuisman, The process of integrating continued as the researcher refined theory, in logic, and reworked the categories (Corbin & 2008). The continued data collection and analysis continued the point o f theoretical saturation, when the dimensions, and variations of all conceptual categories were well developed (Corbin & Strauss, 2008). It after collecting and analyzing from 31 participants theoretical had reached. theoretical integration place theory within the context of other theories (Urquhart, Lehmann & 2010), the literature was consulted to stimulate questions during analysis, sampling, help to validate findings and theory (Corbin Strauss, While writing memos within researcher appropriate literature memos support the theoretical integration. of the Study Collier (1994) that proceeding without examining absence of philosophy, but rather bad philosophy. Epistemological and beliefs have been the focus of educational technology research (Chai, 2010; Erkunt, 2010), and research on transformational leadership education (Brownlee, Tickle, 2010). Many scholars have argued that philosophy f technology assumptions, including determinism, can influence the thinking, discourse, and decisions of concerning (Bennett & 2010; Brown & 2010; Jones & 2010; Jones & Kanuka,
 data analysis application MAxQDA, recommEnded By COrbIn And STrauS in their researCH guiDe, to import transcripts, wRite mEmOS, codE CoNceptUal cateGOrIES, prOpErTieS, aND dImensIonS from thE data, conduCt dAtA analysis, and REfIne conceptUal Theory. To compLemEnt the CoNstANt comParAtive AnalysIS used, tHe researcHeR Used thEOreticaL COmPariSons to help him deal WItH Unexplained incIdents In THe DATa tHat Required wrEsTling WIth the dATa TO IDenTIfy the signifiCance and meaNIng Of the uNeXplAIned (CoRbin & STrAUss, 2008). theoretical CompArisons arE an anaLYtical tOOl to stiMulate LogIcaL thiNKiNg By cOmPAriNG tHe pROpeRties and DiMeNsionS of cONCEPts (COrbIn & StRauss, 2008). in order to deal WitH surPRisIng phEnomeNon, tHe MethoDology CountS oN abductive reasoNing To explain The UnExpLaIned (REIchertZ, 2007). AbDucTive reaSoning aTTemPtS TO ClOse the gap by conjectUrING aN hypotheSis, thaT If It WEre true, 29 wOuLd cAuse THE surpRisiNG pHenomenoN as a maTTeR o F course, AnD thereBy ExpLaiN it (WuISman, 2005). the anaLytical pRocesS Of integrating cONceptual categORiES CoNTinuEd aS the researcHer rEFineD theORy, CheCKed foR gaps In LOgIC, and reworked the cateGoRies (CoRbin & STrauss, 2008). The reseArcher contINUEd data coLlecTIoN And analysis conTinueD until the pOInt o f theOretiCal saturAtion, when THE propertIes, DimEnsIonS, ANd Variations of aLL ConcEpTual catEgoRies werE weLl dEveLopEd (corbin & StrAuss, 2008). It waS eViDeNt AftEr colLEcting anD aNalYzIng Data fROm 31 partIcipaNts tHaT tHEorEtical sATuRATion HaD bEen rEacHeD. BecaUse tHEorEtical iNtegratioN shOUld pLaCe Theory wIthin the conteXt Of other theOrIes (urquhaRT, lehmann & MYers, 2010), the literature was conSUlted to StiMulatE queStions durIng AnalysIs, gUIde theOreticAl samPlIng, AND help TO VaLidAtE research fINDinGs and ThEory (corbin & STrauss, 2008). While writing MEmoS within MAXQDA, The ReseARChEr iNClUDed ApPRopRIAte citations froM the literaTuRE iN memos to suPPorT tHe theorEtical iNtegrATion. SigNificance Of the StudY COlliER (1994) ArgUed that proCeeding wIthout exaMIning ASsUmptiOns Does noT mEan An absEnce of PHilOsophY, but raThEr bad pHilosOpHy. EpisteMological assumptions and BeliefS have BeeN the focus Of rECenT educatioNal tEchnology rEseArcH (Chai, 2010; erkUNt, 2010), and ReseARcH on TRansfOrmaTIonal leadERsHip IN EdUcation (BrowNLEE, NaIlon, & TIckLE, 2010). Many sCholArs have argued that PHilosophy o f tecHnolOGY asSumPTionS, iNcluding technoLogIcAL DeterminIsM, can influenCe the thiNkINg, disCourse, And decIsions oF EDuCAtors cOnceRniNg technolOgy (beNNett & MatOn, 2010; brOWn & CzemIewiCz, 2010; jones & CZemiewICz, 2010; JoNES & Healing, 2010; Kanuka,
 data analysis application  MAXQDA, r ecomm end edby  Cor binand Straus int heir  research guide, to im porttr a nscr i pt s, wr ite mem o s, c ode  c on cep tu a lcateg ori es, pro perties, a nddi mensions fro m  t he data, c ond uct data ana lys is, an dref i ne co nce ptual  theor y . To c omplement  t h e cons t ant com p a ra tive  analysis used, t h er esearcher used  theor et i ca l com par isons to h el p him deal wi t hu n e xpl a ined incident s in the da t a t hat re qu ire d  wrest lingwi t h t he data toiden tify thesignif i cance a n d meani ng ofthe  un expl a in ed  (C or b in&  S tra u ss,  2008).Th eo retic al c o m p a riso nsarean an alytical tool  to  sti m ula te lo gical  thi nk ing b y comp aring  t he properties a nd d imensions  of  c onc ep ts (C o rbin &  St rau ss, 200 8). Ino rde rt o de al with surprising  p h e no menon, t he met h od ol o gy count sonabdu c t ive r easo n in g to exp lain t h eun explain ed  (Reic he rtz , 2 007). Abdu ctivereasonin g att e mpts to closet he gap by con j ec t u ri n g an  hy pothesis, t hati f it  wer e  t rue ,  29 w ouldca u se the surprising phen om enon a s a m atter o f cou rse, and t h e r eby expl aini t( Wuisman, 2005) . The  analytica l  process  of i ntegrati ng concep t u al categ ori escon tin u e das the resear c h er r ef ined th eor y, chec ked  fo r g aps  i n logic,and rewo rk ed  t he  ca tegor i es (Corb in  &St rau ss, 2 0 08). T he re sear ch er con tinuedd at a coll ec ti on a ndan alysi s co n tin ued unt il the po int o fth eo retical  saturation,wh en the pro pe rti es, di m e nsions,and variations of all c o nceptua l c atego ries  were wel l d evelop ed( Corbin  & Str auss,  2 008 ) .  It w a s  e vid en t after co l l ect ing a nd  ana lyzingdata from 31 parti c ipa nts that theo ret ical s at ura t io n  ha db een r eached. Because  theoretic al in tegrations hou ld  placetheorywithi n  the co ntext ofother the or ies( U rqu hart, Lehm ann & My ers, 2010 ) , the li terat ure  was c on sul ted t o stim u lat e que stions  d uringanaly si s, guide  theoretical sampling,and he lp to  va lidate re sea r chfindingsandtheory (Co rbi n &  Stra uss ,  2008 ). W h il e w r iting  mem o s withinM AX QDA , th e researche r i ncl udedapp r opriat e ci tations from thel iterature in m emos t o s upp o rt t he  theoretical i nte gr a t ion. Sig ni ficance ofthe Stud yC ollie r (199 4) arg ued tha t pr o ceedin g wi tho ut examin ing  a s sumptio ns  d o es not  mea nan abs ence o f  phi l o sophy, but rathe r bad p hilos o phy . Epi st emologi c al a ssumptions  and belief s have  bee n the  focusof  recen t e du cational t e chnologyresea rch (Ch ai , 20 10;  Erkun t, 2 0 1 0), a nd r es ear ch on tra n s fo r ma ti o nal  lea dersh ip  ineducation (Brownle e,N ailon,&Tic k l e, 201 0 ). M any schola rshavea r gued thatp hilo s op h y o f  techn ologyassumpt i ons ,includi ngt e chnologic al determ i nis m,  can  influen ce  the  t hin ki ng, discourse,and deci sions of e ducato rsc once r ning t ec hnology (Ben nett&M aton, 2 0 1 0;Brown & Cze mie wic z, 2 010 ; Jo n es & Czemiewicz, 2010; J ones  & He a lin g, 20 10; K an uka,
 data_analysis application_MAXQDA, recommended by Corbin_and Straus_in_their research_guide,_to import transcripts,_write memos, code_conceptual categories, properties, and_dimensions from the_data,_conduct data analysis, and refine conceptual theory. To complement the constant comparative analysis used,_the_researcher used_theoretical_comparisons_to help him deal with_unexplained incidents in the data_that required_wrestling with the data to identify the significance_and_meaning of the_unexplained (Corbin & Strauss, 2008). Theoretical comparisons are an_analytical tool to stimulate logical thinking_by comparing the_properties_and_dimensions of concepts (Corbin_& Strauss, 2008). In order to_deal with surprising phenomenon, the methodology_counts on abductive reasoning to explain the_unexplained (Reichertz, 2007). Abductive reasoning attempts_to close the gap by_conjecturing an_hypothesis, that if it were_true, 29 would_cause the_surprising phenomenon as_a matter o f course, and_thereby explain it_(Wuisman, 2005). The analytical process of_integrating_conceptual categories continued_as_the_researcher refined_theory, checked for_gaps_in logic,_and_reworked the categories (Corbin & Strauss,_2008)._The researcher continued data collection and analysis_continued until the point_o_f theoretical saturation, when_the properties, dimensions, and variations_of all conceptual categories were well_developed (Corbin_& Strauss,_2008). It was evident after collecting and analyzing data from 31_participants that theoretical saturation had been_reached. Because theoretical integration_should place_theory_within the context_of_other theories_(Urquhart, Lehmann & Myers, 2010), the literature_was consulted_to stimulate questions during analysis, guide_theoretical sampling, and help_to_validate research findings and theory (Corbin_& Strauss, 2008). While writing memos_within MAXQDA, the researcher included_appropriate_citations_from the literature in memos_to support the theoretical integration. Significance_of the Study_Collier (1994) argued that proceeding without examining_assumptions_does not mean an absence of_philosophy,_but rather bad philosophy. Epistemological assumptions_and_beliefs_have been the focus of_recent educational technology research (Chai, 2010;_Erkunt, 2010), and research on transformational leadership in education_(Brownlee, Nailon, &_Tickle, 2010). Many scholars have_argued_that_philosophy o f technology assumptions, including technological determinism, can influence_the thinking,_discourse, and decisions_of educators concerning technology (Bennett & Maton, 2010; Brown &_Czemiewicz, 2010; Jones & Czemiewicz, 2010; Jones_& Healing, 2010; Kanuka,