 and ethical critique (Amiel & Reeves, 2008; Robinson & McKnight, 2007; Vermaas et al., 2011). Such a view can be problematic for educational technology leadership, because technologies can be value laden (Amiel & Reeves, 2008; Hofmann, 2006; Lowrance, 2010) and decisions about them can involve considering ethical issues (Consortium for School Networking, 2011). Many ethical considerations are integral to K-12 technology leadership, including Internet safety for students, computer security, equitable access to technology, copyright compliance, personal privacy, and environmental protection and energy saving practices (Consortium for School Networking, 2011). Although there is a gap in the literature concerning empirical studies of philosophy of technology assumptions in K-12 education, empirical studies in other fields (see Significance of the Research) have examined the influence of philosophy of technology assumptions such as technological determinism on technology management. Technological determinist assumptions can influence the thinking of leaders, including their perceived agency in shaping and managing technological change, affect discourse A with stakeholders, and influence the decisions that leaders make on behalf of their organizations (Grant et al., 2006; Jackson & Philip, 2010; Leonardi, 2008; Leonardi & Jackson, 2004; Prakash & Sinha, 2008). In a case study investigating the management o f technological change, Jackson and Philip (2010) found that when managers proceeded from technological determinism, organizations had difficulty in achieving desired outcomes, managing unanticipated technological improvisations, and dealing with cultural issues that arose during technological change. Leonardi (2008) found that when 46 technology managers employed technological determinist discourse, the tendency was to make the indeterminate state of things appear to be determined because of the perceived inevitability o f technological change, and managers used such discourse to promote explicitly or inadvertently their own interests. The consequences of technological determinist assumptions and rhetoric can include the tendency to dismiss social factors that impact technological outcomes, and pursuing courses of action that may inhibit the social adjustments associated with technology that would otherwise naturally occur (Leonardi, 2008). Although philosophical assumptions about technology can be unrecognized and outside o f our explicit awareness (Kanuka, 2008; Kritt & Winegar, 2010; Strobel & Tillberg-Webb, 2009), professionals with educational technology responsibilities should critically examine philosophy of technology assumptions, because the assumptions can shape interactions between educators and students, and influence decisions pertaining to technology integration (Kanuka, 2008; Kritt & Winegar, 2010; Strobel & Till
and ethical critique (Amiel & Reeves, 2008; Robinson & McKnight, 2007; Vermaas et al. , 2011). Such a view can be problematic for educational technology leadership, because technology can be value laden (Amiel & Reeves, 2008; Hofmann, 2006; Lowrance, 2010) and decision about them can involve considering ethical issues (Consortium for School Networking, 2011). Many ethical circumstance are integral to K-12 technology leadership, admit Internet base hit for students, computer security, equitable access to engineering, copyright compliance, personal privacy, and environmental protection and energy saving practice (Consortium for School Networking, 2011). Although there is a break in the literature concerning empirical study of philosophy of technology assumptions in K-12 department of education, empirical studies in early fields (understand Significance of the Research) have examined the influence of philosophy of technology assumptions such as technical determinism on technology management. Technological determinist assumptions can influence the thinking of leaders, include their perceived agency in shaping and managing technological change, affect discourse A with stakeholders, and influence the decision that leaders make on behalf of their constitution (Grant et al. , 2006; Jackson & Philip, 2010; Leonardi, 2008; Leonardi & Jackson, 2004; Prakash & Sinha, 2008). In a case study investigating the management o f technical change, Jackson and Philip (2010) determine that when managers proceeded from technical determinism, organizations had difficulty in achieving desired outcomes, managing unanticipated technological improvisations, and dealing with cultural issues that arose during technical change. Leonardi (2008) find that when 46 technology managers employed technological determinist sermon, the tendency was to make the indeterminate state of thing appear to be determined because of the perceived inevitability o f technical change, and managers used such discourse to promote explicitly or unwittingly their own interests. The consequences of technological determinist assumption and rhetoric can admit the tendency to dismiss social factors that affect technological outcomes, and pursuing courses of action that may inhibit the social adjustments associated with technology that would otherwise naturally occur (Leonardi, 2008). Although philosophical premise about technology can be unrecognized and outside o f our denotative awareness (Kanuka, 2008; Kritt & Winegar, 2010; Strobel & Tillberg - Webb, 2009), professionals with educational technology responsibilities should critically examine philosophy of technology assumptions, because the assumption can shape interactions between educators and students, and influence decisions pertaining to technology consolidation (Kanuka, 2008; Kritt & Winegar, 2010; Strobel & Till
 anf ethical critique (Amiel & Reeves, 2008; Robinson & McNnight, 2007; Vermaar et al., 2011). Such a view can be 'roboematuc for educational tecfnology lvadership, beceuse technologies can be value padeu (Emiel & Reeves, 2008; Mofmann, 2006; Lofrance, 2010) and dewirilns about them can involve consideryng ethocwl issues (Consjrtilm for School Networking, 2011). Many ethical cknsideretions are intebral to K-12 technology leadegshio, including Internft safety fir seydents, compuger securiuy, equitable access to technology, copyright compkiance, perwobal krivacy, and xnvirogmental protcbtion atd enerby saving pracbices (Cobsortium for School Nxtworking, 2011). Although jhere is a gcp in the literature xobcernhng ampifucau suudmes of phlloaophy of tschnology awsumptions in K-12 eduvaeppn, empirical studiqs in other fields (see Significance of tht Ressarch) have examined the influence of philosokhy of tecrnology assumptions such as technological determitism kv ttcmkoloet lanagement. Technological determinist assumptijhs csn influence tme thinking of leacegs, yncluding thekr peresibed agency in shaplng and manating techgolobical change, affect discourwe A with stckeyolders, and influeuce the decirionx thay leaders make on behaly of tgeir organixations (Gdxnt et al., 2006; Jacksun & Pvilip, 2010; Ltunardi, 2008; Leonardi & Jackson, 2004; Pralash & Sknha, 2008). In a case studj invcvtigating the manahemenj o f dechnologifal change, Jackson and Philip (2010) hpund that whgn kandgers prjceedcd from technoljgical determiuism, orgcnizatkons had dpfficulty in achievigg desired oudfomes, managiig unantisipared rechnolueical improvisstions, anb deaoing with cultural isrhes that arose bbrung technologicsl zhaggv. Lxonarqh (2008) found thad whdn 46 yechnulogy managcrs empkoyed technological getedminist discourse, yhc tendenci was to iake the indeyerminate state of thinjs appxar to be determined because of the perdeived infvibability o f eechkolodical chanye, and managers used such discourse to pcomote explicitly or inqdvertently their ocn interests. Vhe cogsequencev of technological dwterminist assumpuions and rhetoric can jncluda the tendency to dismiss social factors that impact technological outcomes, ane pursnigg courses kf avtion tkat may ighibmt the social adjuxtments associated with technolugy that wjuld otherwise naturally occir (Leonardi, 2008). Aljhough philosophical assumltions anout technology can be unrecognozed and outside o f our explicir awadeness (Kannka, 2008; Kritt & Winegar, 2010; Strobzl & Tiolberg-Wwbb, 2009), professionalr wotm educatiojal uechuology responsibilities should cruticaloy examine philoso'hy of technluogy zssumpjions, because the asshlptiovs can shape onteractions brtween educators and seudents, and indmuence decisoons kzgtaining to txchnology indegration (Kanuka, 2008; Kritt & Winegar, 2010; Strobel & Till
and ethical critique (Amiel & Reeves, 2008; McKnight, Vermaas et 2011). Such a educational leadership, because technologies be value laden & Reeves, 2008; Hofmann, 2006; Lowrance, and decisions about them can involve considering ethical issues (Consortium for School Networking, Many ethical considerations are integral to K-12 technology leadership, including Internet safety for computer equitable to copyright compliance, personal privacy, and environmental protection and energy saving practices (Consortium for School Networking, 2011). there is a gap in the literature concerning studies of philosophy of assumptions in K-12 education, empirical in fields (see of Research) examined the influence philosophy of technology assumptions such as technological determinism on technology management. Technological determinist assumptions can influence the of leaders, perceived agency shaping managing change, affect discourse stakeholders, and influence the decisions that behalf of their organizations (Grant et al., 2006; & Philip, Leonardi, 2008; Leonardi & Jackson, 2004; & Sinha, 2008). In a case study investigating management o f technological change, Jackson and Philip (2010) found that when managers proceeded from organizations had difficulty in desired outcomes, managing technological and with issues that during technological change. Leonardi (2008) found that when 46 technology managers technological determinist discourse, the tendency was to make the indeterminate things to be determined of the perceived inevitability f change, and managers used to explicitly own The of technological determinist assumptions rhetoric can include the tendency dismiss social factors that courses of action that may inhibit the social associated with technology that would otherwise naturally (Leonardi, 2008). Although philosophical assumptions about technology can be unrecognized and outside f our (Kanuka, 2008; Kritt & Winegar, 2010; Strobel & 2009), professionals with educational responsibilities should critically examine philosophy of technology assumptions, because assumptions shape interactions educators and students, influence decisions pertaining technology integration (Kanuka, & Winegar, Strobel Till
 and ethical critique (Amiel & ReEves, 2008; RobinsOn & McKNigHt, 2007; VErMaas Et al., 2011). such a view can be PRoblEmatic for educational teChnolOgY LeadERsHip, beCause teCHnOLOgiEs CaN be VaLUe Laden (amiEl & ReeveS, 2008; Hofmann, 2006; LoWraNcE, 2010) and decisionS AbOut them can InvOlve considerIng EthicaL iSsuES (ConsOrtIum foR SchooL networKing, 2011). Many eThICal conSIderatiONS aRe inTegral to K-12 technoloGY lEAdership, includIng IntErNEt SAFetY foR students, cOmPuter SEcurity, EQuITABle ACcess to technoLogy, copyrigHT coMplianCe, PerSOnal prIvacy, AnD EnvIronmental pRoteCtion and eNergy sAVing praCTices (CoNsortiUm fOr SChooL neTwOrkInG, 2011). altHOuGh tHEre Is a gap in ThE lIteraTure CONCErniNg eMpirIcal sTudies of philoSopHy of TEchNologY assuMptiOnS in K-12 eDucatiOn, empIrIcal studies in otHer fIelds (see SIgnIfIcaNcE of thE researCh) hAve ExamineD the infLUenCe OF PHiLosophy of technologY aSSUmPtions suCh as teCHnOlOGical detErMinIsm oN TEchnoLogy MAnAgement. TEchnolOGiCaL determInIst assUmPtiOns Can inFLuenCe the tHinking oF leadERs, including theIR perceived ageNCy IN ShAPing And Managing tecHnolOGicaL chaNGe, AffECt disCoursE A WItH Stakeholders, and inflUeNce the DecisIons that leadeRs make on beHALF of their OrgaNIzATions (Grant et al., 2006; jacksOn & Philip, 2010; LeONardi, 2008; LeoNardi & jackson, 2004; PRakash & SinHA, 2008). in a case sTudY inVesTigATInG the managemenT O F tecHnOlogicaL chAnge, JacKsoN anD PhIliP (2010) fOund that wHen managErS pRoCeEdeD from TEchnologIcAl dEtErmInism, ORganizAtionS had DiFfICulTy in achIEvING desIrEd OutcOmeS, mAnagiNg unANtiCipated TechnologIcaL ImprOvIsAtions, aNd dealing with CuLtural issuEs ThaT arose DURing techNological change. Leonardi (2008) FOund thaT whEn 46 tecHnolOgy manageRs eMployeD teCHnologIcal deTermiNiSt dISCoursE, THe TenDeNcy was to maKE The IndetErMinaTe state Of things appear to be DEteRmined because Of tHe peRCEiVed INeVItaBiLIty O F Technological chAnge, and manAgERs Used such diSCouRsE to promOte explIcitlY Or inadvErtently tHeir own inTeRestS. tHe cOnsequenceS of technOlogical dETermiNIsT assuMptIons anD rHetOric cAn inclUDe tHe tenDency tO dIsmiss SociaL fActors thAt impact technological ouTcomes, And puRsuIng courseS of ACtiOn that may InhiBit the sociAl aDjuStmenTs aSSociaTed wITh TecHNologY thaT Would otheRWiSe nATUrAlly occur (LeONARdi, 2008). althoUgh PHilosoPhicAl assumptions abouT Technology can bE unrECOgnIzeD And oUtSide o f our expliCit AwAREness (KanUkA, 2008; Kritt & WinegAr, 2010; StrobeL & TILlberG-Webb, 2009), pRofessIonals wITH eDUcatioNal tEchNology resPonSiBIlities ShOuLD critiCallY eXamine PhilosOPhy oF TEchnology assumptIons, bECAuse tHE asSumptIoNs can shAPe inTeractions Between educAtors aNd stUdentS, and infLuEnce deCisIoNs pertainiNG to technoLogy iNtegratIoN (KanUka, 2008; kritt & WInegAR, 2010; strobEl & TiLl
 and ethical critique (Ami el & Reeve s, 20 08;  Ro bi nson  & M cKnight, 2007; Verm aas et al., 2011). Suc h a v ie w  can be  prob lematic fo r edu ca ti ona lt ec hnolo gyleaders hip, becau sete chnologies c a nbe value l ade n (Amiel & R eev es, 20 08 ; H o fmann , 2 006;Lowran c e, 201 0) and de ci s ions a b out the m ca n in volve considering et h ical issues (C onsort iu m  f o r  Sc hoo l Networki ng , 201 1 ). Many et h i c alc onsiderations  are integr a l t o K-12  t ech n ologyleade rs h ip,  includingInte rnet safe ty for student s , compu ter se cur ity , eq u it ab leac c ess to  te c hno logy, co py ri ght c ompl i a n c e, p ers onal  priv acy, and envi ron ment a l p rotec tionanden ergysaving  prac ti ces (Consortium  for  School N etw or kin g,  2011 ) . Alth oug h t here is  a gapi n t he l i te rature concerningem p i ri cal stud ies of ph il o sophy of  t ech nolo g y  assu mpti o ns  in K-12  educa t io n,  empiri ca l stud ie s i n o therf ield s (see  Signifi cance of the Researc h ) have examin e dt h ei nflu enc e of philos ophy of t echn o lo gya ssump tions  s u ch as technological de te rminis m ontechnology ma nagement.T e c hnologic al d e te r minist assumpt ionscan influe n ce the t hinki ng of le aders, in c l uding th eir  pe rce ive d ag ency in shapi n g  and  m anaging  te chnolog ica l c han ge,  a ffect dis course A  w it hst ake holde r s, and i nf lue nc e t he de c isions  that  lea de rs mak e on be h al f of t he ir  org ani za tions  (Gr a ntet al.,  2006; Ja cks o n &Ph il ip, 201 0; Leonardi,20 08; Leonar di  &Jackso n ,  2004; P rakash & Sinha, 2008).I n a cas e s tudyinve stigating  th e mana gem e nt o f  techn ologi ca l c h a nge,J a ck son  a nd Philip( 2 010 ) fou nd  tha t whenmanagers proceeded fro m technologic aldete r m in ism ,  o r gan iz a tio n s  had difficulty  in achiev in g  d esired out c ome s,  managi ng unan ticip a ted tec hnologica l improvi sa tion s ,  an d dealingwith cul tural iss u es th a tarose  du ring t ec hno logic al cha n ge.  Leon ardi ( 20 08) fo und t ha t when 4 6 technology managers e mploye d tec hno logical d ete r min ist disco urse , the tend enc y w as to  ma k e the  ind e te rmi n ate s tate of things ap pea r to  be determi n e d  be cause  of the pe rcei ved inevitability o f technologi calc h ang e,a nd m an agers used suc h d is c o urse topr omote expli citly or  i n adver tently  their  own in t e re s ts. Th e co nse quences o f t ec h nologic al  d e termin istas sumpti ons an d  rhe t o ric can includethe t e n dency todismi ss  social fact ors that i mpact techn ologic al o utcom es, and  p ursuin g c ou rses of ac t ion thatmay i nhibitth e so cia l adju stme n t s ass ocia te d w ith techn o l og y  t ha t  wo uldother wi se n aturallyo ccur (Le ona r di, 200 8) . A l t houghp hi l o sophical a ssu mptio n s  about tec h nolo g yc an be  unrec ognize d and o u tsi de  o f ou r e x p licit awa reness (K a nuk a,  200 8; Kritt  &  Win eg ar,  2 010; Strobel &Tillberg -Webb, 2 0 0 9), pr ofe s sion a ls wit heducationaltechn ol o gy resp o n sib ilities sho uld  cr itic all y ex a mine philosophy of techn olog y ass u mpt ions,  beca us e the as s umpt ions can shape interac tions between e d uca t orsand st ud ents, and  in f luenc e de cis ions  pe rtai n i ng t o  tec h no logy  integ rati on  ( Kanuka, 2 00 8; Krit t  & W i neg ar,2010;  S tr o be l & Til l
 and_ethical critique_(Amiel & Reeves, 2008;_Robinson &_McKnight,_2007; Vermaas_et_al., 2011). Such_a view can_be problematic for educational_technology leadership, because_technologies_can be value laden (Amiel & Reeves, 2008; Hofmann, 2006; Lowrance, 2010) and decisions_about_them can_involve_considering_ethical issues (Consortium for School_Networking, 2011). Many ethical considerations_are integral_to K-12 technology leadership, including Internet safety for_students,_computer security, equitable_access to technology, copyright compliance, personal privacy, and environmental_protection and energy saving practices (Consortium_for School Networking,_2011)._Although_there is a gap_in the literature concerning empirical studies_of philosophy of technology assumptions in_K-12 education, empirical studies in other fields_(see Significance of the Research) have_examined the influence of philosophy_of technology_assumptions such as technological determinism_on technology management._Technological determinist_assumptions can influence_the thinking of leaders, including their_perceived agency in_shaping and managing technological change, affect_discourse_A with stakeholders,_and_influence_the decisions_that leaders make_on_behalf of_their_organizations (Grant et al., 2006; Jackson_&_Philip, 2010; Leonardi, 2008; Leonardi & Jackson,_2004; Prakash & Sinha,_2008)._In a case study_investigating the management o f_technological change, Jackson and Philip (2010)_found that_when managers_proceeded from technological determinism, organizations had difficulty in achieving desired outcomes,_managing unanticipated technological improvisations, and dealing_with cultural issues that_arose during_technological_change. Leonardi (2008)_found_that when_46 technology managers employed technological determinist discourse,_the tendency_was to make the indeterminate state_of things appear to_be_determined because of the perceived inevitability_o f technological change, and managers_used such discourse to promote_explicitly_or_inadvertently their own interests. The_consequences of technological determinist assumptions and_rhetoric can include_the tendency to dismiss social factors that_impact_technological outcomes, and pursuing courses of_action_that may inhibit the social adjustments_associated_with_technology that would otherwise naturally_occur (Leonardi, 2008). Although philosophical assumptions_about technology can be unrecognized and outside o f_our explicit awareness_(Kanuka, 2008; Kritt & Winegar,_2010;_Strobel_& Tillberg-Webb, 2009), professionals with educational technology responsibilities should critically_examine philosophy_of technology assumptions,_because the assumptions can shape interactions between educators and students,_and influence decisions pertaining to technology integration_(Kanuka, 2008; Kritt & Winegar, 2010; Strobel & Till