 student access. In response to the written questionnaire, TD12 wrote, "Monitoring at all levels is necessary in order to make sure students are not encountering things they shouldn't when they're online." Participants described implementing different age appropriate levels of Internet content filtering. For example, 215 TD1 stated, "High school and elementary students may need different levels of access and certainly different levels of content filtering." Another property within this category was consider equitable access to technology digital divide, with 21 coding instances from 12 documents and 12 participants. Equitable access to technology by students is a concern that affected the decision making of participants. TD9 stated, "This should be a major focus, getting technology into the hands of kids to give them the mechanism to have equal opportunities." TD6 wrote, "Certainly one consideration that is always part of our decision making is equity," and then elaborated: We may choose for example to purchase devices at the division level and make them available within the classroom. Or perhaps we might offer a loaner program so that students who may not be able to afford an iPad, for example, could check one out from the media center as a long term loan. Technology leaders may take into account possible disparity of access as they make decisions pertaining to technology initiatives. In response to the sixth interview question, TS13 stated: The county we live in is not a wealthy county, but we have worked hard with grants to make technology available. Elementary student have iPads, but we have to watch what we do in class because not every child has Internet access at home. We have to remember this and take the disparity o f access into consideration because not every child could complete the assignment at home. Similarly, TD7 stated, "Internet access for students at home may be a challenge for this initiative, so the digital divide comes into play on this." The property consider copyright issues and plagiarism had 10 coding instances from 8 documents and 7 participants. In response to the third question on the written questionnaire, TS2 wrote, "In these days of cut and paste, it seems that every school needs to invest in plagiarism detection subscriptions. Students need to know before they 216 get to college that stealing someone else's information is illegal and immoral." This ethical consideration also was a concern for leaders in their approach to collaborating with classroom teachers to encourage appropriate technology integration by students. TS12 wrote, "When I assist teachers and students in creating media projects, I am an advocate for responsible media use and respect for laws and intellectual property."
student access. In response to the written questionnaire, TD12 publish, " Monitoring at all degree is necessary in order to make sure scholar are not encountering things they shouldn't when they're on-line. " Participants described implement different age appropriate level of Internet content filtering. For example, 215 TD1 submit, " eminent school and elementary students may need different levels of access and surely different levels of content filtering. " Another place within this category was consider equitable access to technology digital divide, with 21 code instances from 12 documents and 12 participants. Equitable access to technology by student is a concern that affected the decision making of participants. TD9 stated, " This should be a major focus, getting technology into the hands of kids to give them the mechanism to have equal opportunities. " TD6 wrote, " Certainly one circumstance that is always part of our decisiveness devising is fairness, " and then elaborated: We may choose for example to purchase devices at the division level and make them available within the classroom. Or perhaps we might extend a loaner program so that students who may not be able to afford an iPad, for example, could check one out from the medium center as a long term loan. Technology leaders may accept into account possible disparity of access as they make decisions refer to technology initiatives. In response to the sixth consultation question, TS13 submit: The county we live in is not a wealthy county, but we have work heavily with grants to make technology available. Elementary student have iPads, but we suffer to watch what we suffice in class because not every child hold Internet access at home. We have to remember this and take the disparity oxygen f access into consideration because not every child could complete the appointment at home. Similarly, TD7 stated, " Internet access for students at home may be a challenge for this enterprise, so the digital divide comes into maneuver on this. " The property consider copyright issues and plagiarism had 10 coding instances from 8 text file and 7 participants. In response to the third question on the written questionnaire, TS2 wrote, " In these days of stinger and spread, it seems that every school needs to invest in plagiarism detection subscriptions. Students need to know before they 216 grow to college that stealing someone else's information is illegal and immoral. " This ethical retainer also was a concern for leaders in their approach to collaborating with classroom teacher to encourage appropriate technology integration by scholar. TS12 wrote, " When I assist teacher and students in creating media projects, I am an advocate for responsible media manipulation and respect for laws and intellectual property. "
 stkdent access. In response to the written questimnnairs, TD12 wroge, "Monitoring at all levels ms nwcessqry in order to make sjre studejts are bot tncountering thinja they shouldh'b wheu vhey're online." Psrticipantv described im[ldmznting different age appropriate levqls of Onhernet content filueryng. Ror example, 215 TD1 stated, "High school and eltmentary students kay need different levels lf afcess and certainlj different levqos of conteng filtering." Another prkperty within this category was consnder equitavlw afwess to tecinologj digital divlce, witv 21 codimg instances fvom 12 vocunents and 12 participanvs. Equitable access jo technolmgv by students is a cobcwrn tvat dffezred tht dxciaion mwkiig of partidipants. TD9 wtated, "This should ne q major focus, gettigg technology into the hands of kids to gpve fhem the mechanism to hqve equal opportunitigs." TD6 wrotq, "Certainly one consideration that is always part of onr deelfkin making is equity," and then elaborated: We may sgopsv for example to iurchase devices ay hhr division levgl and maks them available wlthin tre clqssroom. Ow pethaps we might offer a loanwr program sj that students who may not be ablg to agford an iPad, for exampue, ckuld check lne out fdum the media cenger av a long term loan. Technoljgy leadecs mav take ivto sccoune possible disparity of access as hhey lane decisiojs pertaining to technology inivmatives. In rexpmnsv to the fixth interview quqstion, TS13 statgd: The cobnty wd live in ps not a xealthy couney, but we hava worked hard with grwnts to nake tezfnology availanle. Elemeuuary studebt have iPads, but xe hxbe to watch whac qe do in class necxusq jov evewf child has Hntefneg accers at home. Ce havr to remember this atd tzke the disparity p n access unto confideration bevause not every chlld cmulv compketg the assignment at home. Similadly, TD7 stwteq, "Internet ascesw for studencs at home may be a challenge for this iiitiative, so the digitao divide comes into klay on this." Vhe prjperty cotsider copyright issyes and plagiarisk had 10 coding instancss frok 8 dofuments and 7 participants. In response to the third question on the writteb quesvijnnaire, TS2 srotr, "In nhefz days jf cnt and paste, it sevms that every school needs to iivest in pnayiarism detection subscriptioms. Students neea to know before they 216 gst to coklege that stealing someone elsr's information is illegak and imnoral." This vjhiral consideration alxo was a cobcern fir lcaders in theif alpvoach to clllauorcting with classroom teachers to wncourqgf appropriate terhnology intcgvation by stodents. TS12 wrote, "Wgen J assirt teachers amd students in creating media projvctf, I am an advoxzte for resppnsible media use aid respect fmr laws and intellectual property."
student access. In response to the written wrote, at all is necessary in are encountering things they when they're online." described implementing different age appropriate levels Internet content filtering. For example, 215 TD1 stated, "High school and elementary students need different levels of access and certainly different levels of content filtering." Another within category consider access to technology digital divide, with 21 coding instances from 12 documents and 12 participants. Equitable to technology by students is a concern that the decision making of TD9 stated, "This should be major getting technology the of to give them mechanism to have equal opportunities." TD6 wrote, "Certainly one consideration that is always part of our decision is equity," elaborated: We choose example purchase devices at level and make them available within perhaps we might offer a loaner program so students who not be able to afford an for example, could check one out from the center as a long term loan. Technology leaders may take into account possible disparity of they make decisions pertaining technology initiatives. In to sixth question, stated: The we live in is not a wealthy county, but we have hard with grants to make technology available. Elementary student have we to watch what do in class because every has Internet access at have remember the o access into consideration because every child could complete the at home. Similarly, TD7 at home may be a challenge for this so the digital divide comes into play this." The property consider copyright issues and plagiarism had 10 coding instances 8 documents participants. In response to the third question on written questionnaire, TS2 wrote, these days of cut and paste, it seems that school to invest plagiarism detection subscriptions. need to know they 216 get that stealing else's is This ethical consideration also was a for in their approach to collaborating classroom encourage appropriate technology integration by students. TS12 wrote, "When I assist teachers and students in projects, I am an for media use and respect for laws and intellectual property."
 student access. In response to The written QuestIonNaiRe, tD12 wrOte, "MOnitoring at all LEvelS is necessary in order to mAke suRe STudeNTs Are noT encounTErING thInGs TheY sHOuLdn't wHen They're oNline." PartiCipAnTs described iMPlEmenting diFfeRent age approPriAte levElS of iNternEt cOntenT filteRIng. For Example, 215 TD1 StATed, "HigH School aND ElEmenTary students may neED dIFferent levels oF accesS aND cERTaiNly Different lEvEls of COntent fILtERINg." ANOther property Within this cATegOry was CoNsiDEr equiTable AcCEss To technologY digItal dividE, with 21 cODing insTAnces frOm 12 docuMenTs aNd 12 paRTiCiPanTs. eQuiTAbLe aCCesS to technOlOgY by stUdenTS IS A conCerN thaT affeCted the decisiOn mAkinG Of pArticIpantS. TD9 sTaTed, "ThIs shouLd be a MaJor focus, getting TechNology intO thE hAndS oF kids TO give tHem The MechaniSm to havE EquAl OPPOrTunities." TD6 wrote, "CerTaINLy One consiDeratiON tHaT Is always PaRt oF our DECisioN makINg Is equity," And theN ElAbOrated: WE mAy chooSe For ExaMple tO PurcHase deVices at tHe divISion level and maKE them availablE WiTHIn THe clAssRoom. Or perhaPs we MIght OffeR A lOanER progRam so ThAT sTUdents who may not be abLe To affoRd an ipad, for example, Could check ONE Out from tHe meDIa CEnter as a long teRm loaN. TechnologY Leaders mAy takE into accOunt possiBLE dispariTy oF acCesS as THEy Make decisions PERtaiNiNg to tecHnoLogy iniTiaTivEs. IN reSpOnse to the Sixth intErViEw QuEstIon, TS13 STated: The CoUntY wE liVe in iS Not a weAlthy CounTy, BuT We hAve workED hARD witH gRaNts tO maKe TechnOlogY AvaIlable. ELementary StuDEnt hAvE ipads, but We have to watch WhAt we do in clAsS beCause nOT Every chiLd has Internet access at hoME. We have To rEmembEr thIs and take The DisparIty O F accesS into cOnsidErAtiON BecauSE NoT evErY child coulD COmpLete tHe AssiGnment aT home. Similarly, TD7 stATed, "internet accesS foR stuDENtS at HOmE May Be A ChaLLEnge for this initIative, so thE dIGiTal divide cOMes InTo play oN this." ThE propERty consIder copyrIght issueS aNd plAGIarIsm had 10 codiNg instanCes from 8 doCUmentS AnD 7 partIciPants. IN rEspOnse tO the thIRd qUestiOn on thE wRitten QuestIoNnaire, TS2 Wrote, "In these days of cut anD paste, It seeMs tHat every sChoOL neEds to inveSt in Plagiarism DetEctIon suBscRIptioNs. StUDeNts NEed to Know BEfore they 216 GEt To cOLLeGe that stealING SomEone eLse'S InformAtioN is illegal and immoRAl." This ethical cOnsiDERatIon ALso wAs A concern for leaDerS iN THeir apprOaCh to collaboRating wiTh CLassrOom teaChers tO encourAGE aPPropriAte tEchNology intEgrAtIOn by stuDeNtS. tS12 wrotE, "WheN I Assist TeacheRS and STUdents in creating Media PROjectS, i am An advOcAte for rESponSible media Use and respeCt for lAws aNd intEllectuAl ProperTy."
 student access. In respon se to thewritt enque st ionn aire , TD12 wrote," Moni toring at all levels i s nec es s aryi norder  to mak e  s u r e s tu de nts  a r enot e nco unterin g things t hey  s houldn't whe n  t hey're onl ine ." Participa nts  descr ib edi mplem ent ing d iffere n t ageappropria te levels of Inte r n et  con tent filtering. F o re xample, 215 TD 1 stat ed ,  " H i ghsch ool and el em entar y  studen t sm a y  ne e d different l evels of ac c ess  and c er tai n ly dif feren tl eve ls of conte nt f iltering. " Anot h er prop e rty wit hin th iscat egor y  w as  co ns i der eq uit a ble  accessto  t echno logy d i g ital  di vide , wit h 21 coding i nst ance s  fr om 12  docu ment sand 1 2 part icipa nt s. Equitable ac cess  to techn olo gy  by  s tuden t s is a  co nce rn that  affect e d t he d e ci sion making of par ti c i pa nts. TD9  state d ,"T h is shoul dbea ma j o r foc us,g et ting tec hnolog y  i nt o the h an ds ofki dstogivet hemthe me chanismto ha v e equal opport u nities." TD6w ro t e ," Cert ain ly one cons ider a tion  tha t  i s a l wayspartof ou r  decision making is  e quity, " and  then elabora ted: We ma y c hoose fo r ex a mp l e to purchasedevic es at thed ivisionlevel  and mak e them av a i lable wi thi n t hecla s s ro om. Or perhap s we m ig ht offe r a  loaner  pr ogr amsoth at studen ts who m ay  n ot  b e a ble t o  affordan  iP ad , f or ex a mple,could  che ck  o n e o ut from th e medi ace nter  as  a  long  ter m  lo an. Tec hnology l ead e rs m ay  t ake int o account pos si ble dispar it y o f acce s s  as they  make decisions pertain i ng to t ech nolog y in itiatives . I n resp ons e  to th e sixt h int er vie w quest i o n,  TS 13  stated: T h e  co untywe  liv e in is  not a wealthy cou n ty,  but we havewor kedh a rd  wi t hg ran ts tom a ke technology a vailable.El e me ntary stud e ntha ve iPad s, butwe ha v e to wa tch whatwe do incl assb e cau se not eve ry child  has Inte r net a c ce ss at  ho me. We  h ave  to r emembe r  th is an d take  t he dis parit yo f acce ss into consideration b ecause  noteve ry childcou l d c omplete t he a ssignmentathom e. Si mil a rly,TD7s ta ted ,  "Int erne t  access f o rstu d e nt s at home m a y bea cha lle n ge for  thi s initiative, sot he digital div idec o mes  in t o pl ay  on this." The  pr op e r ty consi de r copyright  issuesan d  plag iarism  had 1 0 codin g in s tances  fro m 8  document s a nd 7 parti ci pa n ts. In  res po nse to  the t h irdq u estion on the wr itten q uesti o nna ire,TS 2 wrote ,  "In  these day s of cut an d past e, i t see ms that  e very s cho ol  needs toi nvest inplagi arism d et ecti onsubscr ipti o n s. St uden ts  ne ed to kno w be f or et hey  216  getto  col lege that stealing  so m eone el se 'si n format i on i s illegaland  immo r a l." This e t hica l  c o nside ration  alsowas a c o nce rn  for le ade r s  in their  approach toco llab oratingwi th c la ssr oo m teachers to e ncourage  appropr i a te tec hno l ogyi ntegra ti on by studen ts. T S1 2  wrote, " Whe n I ass i sttea che rs a ndstud e nts in creating media pr ojec ts, I aman ad vocat efor resp o nsib le media use and respe ct for laws and int e llec tua l  p ro perty."
 student_access. In_response to the written_questionnaire, TD12_wrote,_"Monitoring at_all_levels is necessary_in order to_make sure students are_not encountering things_they_shouldn't when they're online." Participants described implementing different age appropriate levels of Internet content_filtering._For example,_215_TD1_stated, "High school and elementary_students may need different levels_of access_and certainly different levels of content filtering." Another_property_within this category_was consider equitable access to technology digital divide, with_21 coding instances from 12 documents_and 12 participants._Equitable_access_to technology by students_is a concern that affected the_decision making of participants. TD9 stated,_"This should be a major focus, getting_technology into the hands of kids_to give them the mechanism_to have_equal opportunities." TD6 wrote, "Certainly_one consideration that_is always_part of our_decision making is equity," and then_elaborated: We may_choose for example to purchase devices_at_the division level_and_make_them available_within the classroom._Or_perhaps we_might_offer a loaner program so that_students_who may not be able to afford_an iPad, for example,_could_check one out from_the media center as a_long term loan. Technology leaders may_take into_account possible_disparity of access as they make decisions pertaining to technology initiatives._In response to the sixth interview_question, TS13 stated: The_county we_live_in is not_a_wealthy county,_but we have worked hard with grants_to make_technology available. Elementary student have iPads,_but we have to_watch_what we do in class because_not every child has Internet access_at home. We have to_remember_this_and take the disparity o_f access into consideration because not_every child could_complete the assignment at home. Similarly, TD7_stated,_"Internet access for students at home_may_be a challenge for this initiative,_so_the_digital divide comes into play_on this." The property consider copyright_issues and plagiarism had 10 coding instances from 8_documents and 7_participants. In response to the_third_question_on the written questionnaire, TS2 wrote, "In these days of_cut and_paste, it seems_that every school needs to invest in plagiarism detection subscriptions._Students need to know before they 216_get to college that stealing someone else's information is illegal and_immoral." This ethical consideration also was a concern_for leaders in their approach to collaborating_with classroom teachers to_encourage_appropriate technology integration by students. TS12 wrote,_"When_I_assist_teachers and students_in creating media_projects, I am_an advocate_for responsible media_use and_respect for laws_and_intellectual property."