 something else that already does this, or is this the most cost effective solution? I f the idea has merit and makes economic sense, we may proceed with it, or we might recommend something else that we already have, or which might be available. Coding instances associated with don't pursue technology for the sake o f technology included participants describing an approach to technology decision marked by caution in assessing whether to purchase the latest technologies, and avoiding new technologies without a clear link to educational goals. In response to the second question 209 in the written questionnaire, TS7 wrote, "Using something just because it is a new trend is the same as using an outdated technology- ineffective." In response to the fourth interview question, TD6 stated, "Technological change for the sake o f change is not always the best way to go. Others can go there firsthand we can learn from their experiences or even mistakes." In responding to the first question in the written questionnaire, TD6 also observed: School divisions have an almost overwhelming array o f choices of hardware, software, and curriculum from which to choose, and I feel that often we may tempted to try the latest and greatest without always stopping to evaluate whether the latest initiative is sound in general, or a right fit for our mission. There were 18 coding instances for curriculum should drive technology rather than technology drive curriculum, from 9 documents and 6 participants. The results show that this property was o f consequence for decision making by placing curriculum concerns at the center of educational technology decision making. TD2 stated this succinctly, "The focus should not be on technology, and technology is not the goal, but rather technology helps to achieve educational goals." Similarly, TD12 stated: You should not have the technology as the center of attention, but rather what it's able to do, and allows your students to do. So I think the instructional component needs to be the focus, and how can we use the technology to make that happen. Other properties associated with Educational goals and curriculum should drive technology include educational technology planning, and education market can shape technology development. Table 21 displays the coding frequency for the category Educational goals and curriculum should drive technology, its properties, and dimensions with two or more coding instances. 210 Table 21 Educational Goals and Curriculum Should Drive Technology, and Coding Frequency Category Property or Dimension Coding Frequency Educational goals and curriculum should drive technology consider the intended educational goals for technology improve student achievement consider needs of students consider learning objectives and curriculum content to be taught improve student learning assessment o f student
something else that already does this, or is this the most cost effective solution? I f the idea take deservingness and makes economic sense, we may continue with it, or we might commend something else that we already have, or which might be available. Coding instances associate with don't pursue technology for the sake oxygen f engineering included participants identify an approach to technology decision notice by caution in assessing whether to purchase the latest technologies, and avoid new technologies without a clear radio link to educational goals. In response to the second question 209 in the written questionnaire, TS7 write, " Using something just because it is a new trend is the same as use an outdated technology- ineffective. " In response to the fourth interview question, TD6 stated, " Technological variety for the sake oxygen f variety is not always the best way to go. Others can go there firsthand we can learn from their experiences or even error. " In react to the first question in the write questionnaire, TD6 besides observe: School divisions have an about overwhelming array o f option of hardware, software, and curriculum from which to choose, and I feel that frequently we may tempted to try the latest and greatest without always stopping to measure whether the latest initiative is sound in general, or a right fit for our mission. There cost 18 coding instances for curriculum should drive technology preferably than technology drive curriculum, from 9 document and 6 participants. The results show that this property was o f consequence for decisiveness making by placing curriculum concerns at the center of educational engineering decision making. TD2 stated this succinctly, " The focus should not be on engineering, and technology is not the goal, but preferably technology helps to achieve educational goal. " Similarly, TD12 stated: You should not receive the technology as the center of attention, but rather what it's able to do, and allows your students to do. thus I think the instructional component necessitate to be the focus, and how can we use the technology to make that happen. Other place associated with Educational goals and curriculum should drive technology include educational technology planning, and department of education market can shape technology development. Table 21 displays the coding frequency for the category Educational goals and course of study should drive technology, its properties, and dimensions with two or more coding instances. 210 Table 21 Educational Goals and Curriculum Should Drive Technology, and Coding Frequency Category Property or Dimension Coding Frequency Educational goals and curriculum should drive engineering consider the intended educational goals for technology improve student achievement see needs of students consider learning objectives and curriculum subject to be taught improve student learning assessment o f student
 solething else that alreadn does this, or is this vhe mosf cost ewfective solution? I f the idxa hqs meeit and makes economic sense, we may proxeed qith it, or we mighb recklmenb womething else that we anready have, or wfieh might be available. Coding instancqs assoviwted with don't purxte tsbhkology for the sake o f technolofy incllded participants describing an approach to tecjnology decision mwrked by caofiog in assessine whether uo purchase jhe latest technologies, and avoiaing uew technoligues fithout a coear jink to educational coals. Im response to bhe sxcone question 209 in the wrmtten questionnaire, JS7 wrote, "Uviug something just becquwe it is d ned trdnd ix fhe sale es using an outdated twchnology- ineffectife." Pm response tk the sotrth interview question, TD6 stated, "Technmlofical change for the saje o f change is not wlways thq best way to go. Others can go there firsthand we can mdaru from rhfir experiences or even mistakes." In respondind tp nhe first questiok in the written qiedtojnnaire, TD6 alro obszdvsd: School divisiond have wn alnost overrhelking array o f choices of hqrdware, softcarw, and curriculum fxom which to chopse, amd I feel that often we may tempted to try the mxtest and greatert eidhout always stopping to edaluate wiethex the lagest initiwtive is slund lt general, or a rigjt fij for mur missioj. There were 18 coding instances hpr curriculuk vholld drive techkology rather tran technology drive eurricjlum, from 9 documeits and 6 pareicipants. The tesults show vhat this propertt was o w consequence gor decispou making vy placing curricukum doncerns at the cebter of educatipnau tqcjnpljcy decision kakivg. GC2 staged this sugcivctlu, "The focus should nmt bs on technology, anc bechnologi is not ehe goal, but tather technology jelps to achirve educational goals." Similarly, TS12 stated: Jou should not rave the technolpgy as the center of attention, but rathxr what it's able to do, qnd allows your stubekts to do. So I thynk the itstructional componebt needs to be tht focus, and how can we hse tha tecjnology to make that happen. Other properties associated with Educational toals enq curriculuj shpuld grnve technjlogb mnclude educationsl technology planning, and educetion markat can shape technology develolmdnt. Table 21 dirplays the coding frequehcy for yhe category Educational goals snd curriculum should drlve technilogy, its pgkpxrties, and dimensionx with two ir more codlng instances. 210 Tanlc 21 Educatilnal Gkals and Curriculum Should Drive Technillgy, and Coding Fcequency Catcgury Ptoperty jr Dimension Codjng Rgequevcy Educationsl goals and cirriculum should drine eechnology conwpder the intemded gblcational goaks for techtology improve student achievement consider needs or studenta considcr learning objecjites and curriculum contekt to be taugft improve sdudent learning assessment o f student
something else that already does this, or the cost effective I f the economic we may proceed it, or we recommend something else that we already or which might be available. Coding instances associated with don't pursue technology for sake o f technology included participants describing an approach to technology decision marked caution assessing to the latest technologies, and avoiding new technologies without a clear link to educational goals. In response the second question 209 in the written questionnaire, wrote, "Using something just it is a new trend the as using outdated ineffective." response to the interview question, TD6 stated, "Technological change for the sake o f change is not always the best to go. go there we learn their experiences or In responding to the first question questionnaire, TD6 also observed: School divisions have an overwhelming array f choices of hardware, software, and from which to choose, and I feel that we may tempted to try the latest and greatest without always stopping to evaluate whether initiative is sound in or a right for mission. were coding instances curriculum should drive technology rather than technology drive curriculum, from 9 and 6 participants. The results show that this property was consequence decision making by curriculum concerns at the of technology decision making. TD2 succinctly, focus on and is not the goal, rather technology helps to achieve goals." Similarly, TD12 stated: technology as the center of attention, but rather it's able to do, and allows your to do. So I think the instructional component needs to be the and how use the technology to make that happen. Other associated with Educational goals curriculum should drive technology include educational technology planning, and market shape technology Table 21 displays coding frequency for category Educational goals should drive its and or more coding instances. 210 Table Educational and Curriculum Should Drive Technology, Coding Property or Dimension Coding Frequency Educational goals and curriculum should drive technology consider the intended for technology improve student consider of students consider learning objectives and curriculum content to be taught improve assessment o f
 something else that already dOes this, or iS this The MosT cOst eFfecTive solution? I f THe idEa has merit and makes econOmic sEnSE, we mAY pRoceeD with it, OR wE MIghT rEcOmmEnD SoMethiNg eLse that We already hAve, Or Which might be AVaIlable. CodiNg iNstances assoCiaTed witH dOn't PUrsue TecHnoloGy for tHE sake o F technoloGy INcludeD ParticiPANtS desCribing an approach TO tEChnology decisiOn markEd BY cAUTioN in Assessing wHeTher tO PurchasE ThE LATesT Technologies, aNd avoiding nEW teChnoloGiEs wIThout a Clear LiNK to Educational GoalS. In responSe to thE Second qUEstion 209 iN the wrIttEn qUestIOnNaIre, tS7 WRotE, "usIng SOmeThing jusT bEcAuse iT is a NEW TRend Is tHe saMe as uSing an outdateD teChnoLOgy- IneffEctivE." In rEsPonse To the fOurth InTerview question, tD6 stAted, "TechnOloGiCal ChAnge fOR the saKe o F chAnge is nOt alwayS The BeST WAy To go. Others can go theRe FIRsThand we cAn learN FrOm THeir expeRiEncEs or EVEn misTakeS." in RespondiNg to thE FiRsT questiOn In the wRiTteN quEstioNNairE, TD6 alsO observeD: SchoOL divisions have AN almost overwhELmING aRRay o F chOices of hardWare, SOftwAre, aND cUrrICulum From wHiCH tO Choose, and I feel that oFtEn we maY tempTed to try the laTest and greATESt withouT alwAYs STopping to evaluAte whEther the laTEst initiAtive Is sound iN general, oR A Right fit For Our MisSioN. tHeRe were 18 coding iNSTancEs For currIcuLum shouLd dRivE teChnOlOgy rather Than techNoLoGy DrIve CurriCUlum, from 9 DoCumEnTs aNd 6 parTIcipanTs. The ResuLtS sHOw tHat this PRoPERty wAs O f ConsEquEnCe for DeciSIon Making bY placing cUrrICuluM cOnCerns at The center of edUcAtional tecHnOloGy deciSIOn making. tD2 stated this succinctly, "THE focus sHouLd not Be on TechnologY, anD technOloGY is not The goaL, but rAtHer TEChnolOGY hElpS tO achieve edUCAtiOnal gOaLs." SiMilarly, tD12 stated: You should nOT haVe the technoloGy aS the CENtEr oF AtTEntIoN, But RATher what it's able To do, and allOwS YoUr students TO do. so i think tHe instrUctioNAl compoNent needs To be the foCuS, and HOW caN we use the tEchnologY to make thAT happEN. OTher pRopErties AsSocIated With EdUCatIonal Goals aNd CurricUlum sHoUld drive Technology include educatIonal tEchnoLogY planning, And EDucAtion markEt caN shape techNolOgy DevelOpmENt. TabLe 21 diSPlAys THe codIng fREquency foR ThE caTEGoRy EducationAL GOalS and cUrrICulum sHoulD drive technology, iTS properties, and DimeNSIonS wiTH two Or More coding instAncEs. 210 tABle 21 EducaTiOnal Goals anD CurricuLuM shoulD Drive technoLogy, and cODiNG FrequEncy catEgory PropErtY oR dimensiOn coDIng FreQuenCy educatIonal gOAls aND Curriculum should Drive TEChnolOGy cOnsidEr The inteNDed eDucational Goals for tecHnologY impRove sTudent aChIevemeNt cOnSider needs OF students ConsiDer learNiNg obJecTives aNd cuRRIculuM conTeNt tO be taught IMPrOVe StUDenT leaRning AsSessMent o f stuDEnt
 something else that alrea dy does th is, o r i s t hi s th e mo st cost effect i ve s olution? I f the ideahas m er i t an d  m akeseconomi c  s e n se,  w emay  p r oc eed w ith  it, or  we mightrec om mend somethi n gelse thatwealready have , o r whic hmig h t beava ilabl e. Cod i ng ins tances as so c iatedw ith don ' t  p ursu e technology fort he sake o f techn ologyin c lu d e d p art icipants d es cribi n g an ap p ro a c h  to technology de cision mark e d b y caut io n i n  asses singwh e the r to purcha se t he latest  techn o logies, and avo idingnew  te chno l og ie s w it h out acle a r l ink to e du ca tiona l go a l s .  Inres pons e tothe second qu est ion2 09in th e wri tten  q uesti onnair e, TS 7wrote, "Using s omet hing just  be ca use  i t isa  new t ren d i s the s ame asu sin ga n ou tdated technology-  i n e ff ective."  In re s po ns e  to thefo urt h in t e rview  que s ti on, TD6stated ,  " Te chnolog ic al cha ng e f orthe s a ke o  f cha nge is n ot al w ays the best w a y to go. Othe r sc a ng o th ere  firsthandwe c a n le arnf ro m t h eir e xperi en c es or even mistakes."In  respo nding  to the first  questioni n the writ tenq ue s tionnaire, TD6  also  observed: School d ivisi ons have  an almos t overwhel min g a rra y o f  c hoices of har d w are,  s oftware , a nd curr icu lum  fr omwh ich to ch oose, an dIfe el  th at of t en we ma ytem pt edto tr y  the l atest  and  g re a tes t witho u ta l ways  s to ppin g t oevalu atew het her the  latest i nit i ativ eis  soundin general, o ra right fi tfor  our m i s sion. Th ere were 18 coding inst a nces fo r c urric ulum  should d riv e tech nol o gy rat her th an te ch nol o g y dri v e  c urr ic ulum, from 9  do cumen ts  and  6 part icipants. The resu l tsshow that thi s p rope r t ywas of  co ns e que n c e for decisionmaking bypl a ci ng curricu l umco ncernsat thecente r  of edu cationaltechnolog ydeci s i onmaking. TD 2 stated  this suc c inctl y ,"Thefoc us sho ul d n ot be  on te c hno logy,  and t ec hnolog y isno t the go al, but rather technolo gy hel ps to  ac hieve edu cat i ona l goals."  Sim ilarly, TD 12sta ted:You shoul d no t  h ave the t echn o logy as t h ecen t e rof attentio n , but  rath erw hat it 's a ble to do, and al l ows your stude ntst o  do . S o  I t hi nk the instruc tio na l componen tneeds to be  the foc us ,  andhow ca n we u se thet e ch n ologyto m ake  that hap pen .O ther pr op er t ies as soci at ed wit h Educ a tion a l  goals and curri culum s hould dri ve te ch nologyi nclu de educati onal techno logy p lann ing,and edu ca tion m ark et  can shape technolog y dev elopmen t.  Tab le21 dis play s the c odin gfre quency fo r th e  c at e gor y Ed ucati on al g oals andc urriculu m s h ould dr iv e t e c hnolog y ,i t s properti es,  andd i mensions w i th t w oo r mor e codi ng ins tances. 210  T able 21  Ed u c ational G oals andC urr ic ulum  ShouldDr iveTe chn ol ogy, and Coding  Frequen cy Categ o r y Prop ert y  orD imensi on  Coding Freq uency  E d ucation a l  go als and cur ric ulu m sh oul d dr i ve technology consider t he i ntend e d e ducat ional  g oals for tech nology i m prove student  achievement co n sid e r ne eds of  s tudents c ons i der l earn ing  obj ect ives a nd c u rric u lu m co ntentto b eta ught impr ov e stude n t le a rni ng a ssess me nt of stude nt
 something_else that_already does this, or_is this_the_most cost_effective_solution? I f_the idea has_merit and makes economic_sense, we may_proceed_with it, or we might recommend something else that we already have, or which_might_be available._Coding_instances_associated with don't pursue technology_for the sake o f_technology included_participants describing an approach to technology decision marked_by_caution in assessing_whether to purchase the latest technologies, and avoiding new_technologies without a clear link to_educational goals. In_response_to_the second question 209_in the written questionnaire, TS7 wrote,_"Using something just because it is_a new trend is the same as_using an outdated technology- ineffective." In_response to the fourth interview_question, TD6_stated, "Technological change for the_sake o f_change is_not always the_best way to go. Others can_go there firsthand_we can learn from their experiences_or_even mistakes." In_responding_to_the first_question in the_written_questionnaire, TD6_also_observed: School divisions have an almost_overwhelming_array o f choices of hardware, software,_and curriculum from which_to_choose, and I feel_that often we may tempted_to try the latest and greatest_without always_stopping to_evaluate whether the latest initiative is sound in general, or a_right fit for our mission. There_were 18 coding instances_for curriculum_should_drive technology rather_than_technology drive_curriculum, from 9 documents and 6 participants._The results_show that this property was o_f consequence for decision_making_by placing curriculum concerns at the_center of educational technology decision making._TD2 stated this succinctly, "The_focus_should_not be on technology, and_technology is not the goal, but_rather technology helps_to achieve educational goals." Similarly, TD12 stated:_You_should not have the technology as_the_center of attention, but rather what_it's_able_to do, and allows your_students to do. So I think_the instructional component needs to be the focus, and_how can we_use the technology to make_that_happen._Other properties associated with Educational goals and curriculum should drive_technology include_educational technology planning,_and education market can shape technology development. Table 21 displays_the coding frequency for the category Educational_goals and curriculum should drive technology, its properties, and dimensions with_two or more coding instances. 210 Table 21_Educational Goals and Curriculum Should Drive Technology,_and Coding Frequency Category_Property_or Dimension Coding Frequency Educational goals and_curriculum_should_drive_technology consider the_intended educational goals_for technology improve_student achievement_consider needs of_students consider_learning objectives and_curriculum_content to be taught improve student learning assessment o f student