 a tool represents a philosophical perspective found widely among the participants in the study (see Table 3 for coding frequency and Table 4 for dimensionalized examples). The philosophy Technology is a tool aligns with the instrumental view of technology. The instrumental view of technology considers technology as a tool, as means put to use by users for their purposeful ends (Berger, 2011; Feenberg, 1991; Heidegger, 2009). The implication is that this overarching philosophical viewpoint of the participants is in alignment with what scholars and philosophers have argued is a popular and widely held philosophy of technology (Franssen et al., 2009; Jackson, 2010). The German philosopher Martin Heidegger, who many scholars have held to be the most influential in the philosophy of technology (Kaplan, 2009b; Lewin, 2010), began his important work The Question Concerning 258 Technology by critiquing the instrumental view o f technology (Heidegger, 2009), admitting is strengths, but pointing out its weaknesses (see Chapter 2). The category Technology is a tool was found to be directly linked to the category Educational goals and curriculum should drive technology (explained below in the implications for Research Question 2). A surprising finding of the study was that while the instrumental view of technology was prevalent, a philosophical position normally associated with the instrumental view, the neutrality thesis, was only associated with eight participants. The neutrality thesis considers technology as neutral with regard to values, and assumes there are no inherent moral implications in using technology (Vermaas, 2011). On the other hand, the category Technology raises questions o f human values was associated with 22 of the 31 participants. The researcher interpreted the philosophical view represented by this category to be in alignment with Hofmann's theory that technology is value laden, raises questions of values, and has ethical consequences (Hofmann, 2006). The researcher concludes that the surprising finding in the study involving educational technology leaders can be explained as a possible case of cognitive dissonance between technology is value neutral, and Technology raises questions o f human values. Festinger's theory of cognitive dissonance posits that persons experience discomfort or unease when they encounter new information that contradicts their previously held assumptions or beliefs (Sullivan, 2009). When a person considers two views that are inconsistent with each other, cognitive dissonance posits that the person weighs the importance of the cognitions, and may add or subtract from the alternatives to reduce the inconsistency (Harmon-Jones, 2009). Figure 3 in Chapter 4 depicted the 259 relationship between the contrasting philosophical perspectives Technology is
a tool represents a philosophical perspective find oneself wide among the participants in the study (visualize board 3 for coding frequency and Table 4 for dimensionalized example). The doctrine Technology is a tool aligns with the instrumental view of technology. The instrumental scene of technology considers engineering as a tool, as means put to use by users for their purposeful ends (Berger, 2011; Feenberg, 1991; Heidegger, 2009). The implication is that this overarch philosophical viewpoint of the participants is in conjunction with what scholars and philosophers have argued is a popular and wide held doctrine of technology (Franssen et al. , 2009; Jackson, 2010). The German philosopher Martin Heidegger, who many scholars have held to be the most influential in the doctrine of technology (Kaplan, 2009b; Lewin, 2010), began his important work The Question Concerning 258 Technology by critiquing the instrumental view o f technology (Heidegger, 2009), admitting is strengths, but pointing out its weaknesses (see Chapter 2). The category Technology is a instrument was found to be directly yoke to the category Educational goal and curriculum should drive technology (excuse below in the implications for Research Question 2). A surprising finding of the study was that while the implemental view of technology was prevalent, a philosophical position normally associated with the instrumental view, the neutrality thesis, was only associated with eight participant. The neutrality dissertation regard technology as neutral with regard to value, and assumes there are no inherent moral implications in using technology (Vermaas, 2011). On the other hand, the class Technology raises questions o f human values was associated with 22 of the 31 participants. The research worker interpreted the philosophical view represented by this class to be in alignment with Hofmann's theory that engineering is value laden, raises questions of values, and has ethical consequences (Hofmann, 2006). The research worker concludes that the surprising finding in the study involve educational technology leaders can be explained as a possible case of cognitive disagreement between technology is value neutral, and Technology raise questions o f human values. Festinger's theory of cognitive dissonance posits that persons have discomfort or unease when they encounter new information that contradicts their previously held assumptions or belief (Sullivan, 2009). When a person consider two views that are inconsistent with each early, cognitive dissonance posits that the person weighs the importance of the cognition, and may add or subtract from the alternatives to reduce the incompatibility (Harmon - Jones, 2009). Figure 3 in Chapter 4 portray the 259 relationship between the contrasting philosophical perspective Technology is
 a hool represents a philosuphical perspecjice fouid widemy among the participants in the stuvy (swe Tavle 3 for coding frequevcy and Twble 4 foe dinwnsionalizxs examples). Ths phinisophy Technolpgy is a tmol aligns witv ghz instrumental view of technology. Thq instrimfntal view of jechnpjogy boksiders technology as a tool, as jeans plt to use by userx for their purposeful endd (Begger, 2011; Feenberg, 1991; Heldegger, 2009). Thg im[oication is ghat this overarching khilosophical viewpoint of the pxrticnpants is ib qlihtment with xhat sbholars and pmplosophars havr argued is a iopuler abd widely held philosmphy of technology (Franssen ec al., 2009; Jackson, 2010). The Geemqn phhlosmphef Maftih Ieisegger, whk many schklars have yeld to be the most igdluential in fhe phyljsophy of technology (Kaplan, 2009b; Lewin, 2010), becan his important work The Question Concerning 258 Technolody by critiquing the instrumental view o f technonogy (Iekdeyncr, 2009), xemltting is strengths, but pointing out its weakgssxex (see Chapter 2). The categoty Trshnology is a tool czs found to be direchly linhed ti the cattgory Educational goals and curruculum shoulb deive technology (ex'lained beloc in tne imllications for Research Queation 2). A sugprising rknding of the stjdy wds that while the instrumegtal view of cechnoloey wss predalent, a pjilosophical position nogmalli assowiated witj the instrumental view, the neuvcality thesis, wds mnly assjciatcd with eight pwrticipants. Thg neutralnty thdsis consisers terhnology as geutral with sggard to valuxs, and asfumew thwre are vo inherent motal implibauions in uwing technology (Vevmaas, 2011). On the other hcud, the category Trchvoljgj reises xuestions o x huoan faluer was assoclatdd woth 22 of the 31 partici[anta. The researcher imtcrpreted jhe philofophical view represented by thls cavegory to br ig alignment with Hofmann's theody that tfchkology is valte lqden, raises auestions of values, and has ethical conwequences (Hofmann, 2006). The researcher conelmdes that thx surpwising fitding in the study ibvolving educatiokal technology leaders can ba exppained as a possible case of cognitive dissonance between technology is vqlue nxueral, and Tedhnokogy gaifzs queseiond o f human valuex. Festinger's theory of cognitivx dissonanwe posits that persons experiemcd discomfort ur unease when they encohnter nee information that contradicts yheir previously held asxumptionw or geliefs (Suulivan, 2009). When a perxon cousiderw two vuews that are incunsosbent with fach ocher, cognitive dissonance posits rhat tye person weighs tie importancc uf thg cognityons, and may add or akbtrazt from the akternatives to reduce the inconsisnensy (Harmon-Jones, 2009). Figure 3 in Vhaptgx 4 depicted tie 259 relationvhip between the contrasting philosophical perspectpves Technklogy is
a tool represents a philosophical perspective found the in the (see Table 3 4 dimensionalized examples). The Technology is a aligns with the instrumental view of The instrumental view of technology considers technology as a tool, as means put use by users for their purposeful ends (Berger, 2011; Feenberg, 1991; Heidegger, 2009). implication that overarching viewpoint of the participants is in alignment with what scholars and philosophers have argued is a and widely held philosophy of technology (Franssen et 2009; Jackson, 2010). The philosopher Martin Heidegger, who many have to be most in philosophy of technology 2009b; Lewin, 2010), began his important work The Question Concerning 258 Technology by critiquing the instrumental view f technology admitting is but out weaknesses (see Chapter category Technology is a tool was directly linked to the category Educational goals and should drive (explained below in the implications for Question 2). A surprising finding of the study that while the instrumental view of technology was prevalent, a philosophical position normally associated with view, the neutrality thesis, only associated with participants. neutrality considers as neutral regard to values, and assumes there are no inherent moral implications using technology (Vermaas, 2011). On the other hand, the category questions f human values associated with 22 of 31 The researcher interpreted the represented this in with theory that technology is laden, raises questions of values, has ethical consequences (Hofmann, the surprising finding in the study involving educational leaders can be explained as a possible of cognitive dissonance between technology is value neutral, and Technology raises questions f human theory of cognitive dissonance posits that persons experience or unease when they new information that contradicts their previously held assumptions or (Sullivan, When a considers two views are inconsistent with other, cognitive dissonance the person the of may add or subtract from the to the inconsistency (Harmon-Jones, 2009). Figure in depicted the 259 relationship between the contrasting philosophical perspectives Technology is
 a tool represents a philosophIcal perspeCtive FouNd wIdEly aMong The participantS In thE study (see Table 3 for codinG freqUeNCy anD taBle 4 foR dimensIOnALIzeD eXaMplEs). tHe PhiloSopHy TechnOlogy is a toOl aLiGns with the inSTrUmental vieW of Technology. ThE inStrumeNtAl vIEw of tEchNologY consiDErs tecHnology as A tOOl, as meANs put to USE bY useRs for their purposeFUl ENds (Berger, 2011; FeenbErg, 1991; HeiDeGGeR, 2009). tHe iMplIcation is tHaT this OVerarchINg PHILosOPhical viewpoiNt of the partICipAnts is In AliGNment wIth whAt SChoLars and philOsopHers have aRgued iS A populaR And wideLy held PhiLosOphy OF tEcHnoLoGY (FrANsSen ET al., 2009; jackson, 2010). THe geRman pHiloSOPHEr MaRtiN HeiDeggeR, who many scholArs Have HEld To be tHe mosT infLuEntiaL in the PhiloSoPhy of technology (kaplAn, 2009b; Lewin, 2010), bEgaN hIs iMpOrtanT Work ThE QuEstIon ConcErning 258 TEChnOlOGY By Critiquing the instrUmENTaL view o f tEchnolOGy (heIDegger, 2009), adMiTtiNg is STRengtHs, buT PoInting ouT its weAKnEsSes (see CHaPter 2). ThE cAteGorY TechNOlogY is a toOl was fouNd to bE Directly linked TO the category EDUcATIoNAl goAls And curriculUm shOUld dRive TEcHnoLOgy (exPlainEd BElOW in the implications fOr researCh QueStion 2). A surprisIng finding OF THe study wAs thAT wHIle the instrumeNtal vIew of technOLogy was pRevalEnt, a philOsophical POSition noRmaLly AssOciATEd With the instruMENtal ViEw, the neUtrAlity thEsiS, waS onLy aSsOciated wiTh eight pArTiCiPaNts. the neUTrality tHeSis CoNsiDers tEChnoloGy as nEutrAl WiTH reGard to vALuES, And aSsUmEs thEre ArE no inHereNT moRal implIcations iN usINg teChNoLogy (VerMaas, 2011). On the otheR hAnd, the cateGoRy TEchnolOGY raises qUestions o f human values waS AssociaTed With 22 oF the 31 ParticipaNts. the resEarCHer intErpretEd the PhIloSOPhicaL VIeW rePrEsented by tHIS caTegorY tO be iN alignmEnt with Hofmann's theORy tHat technology Is vAlue LADeN, raISeS QueStIOns OF Values, and has ethIcal conseqUeNCeS (Hofmann, 2006). ThE ResEaRcher coNcludes That tHE surpriSing findiNg in the stUdY invOLVinG educationAl technoLogy leadeRS can bE ExPlainEd aS a possIbLe cAse of CognitIVe dIssonAnce beTwEen tecHnoloGy Is value nEutral, and Technology raisEs quesTions O f hUman valueS. FeSTinGer's theorY of cOgnitive diSsoNanCe posIts THat peRsonS ExPerIEnce dIscoMFort or uneASe WheN THeY encounter nEW INfoRmatiOn tHAt contRadiCts their previouslY Held assumptionS or bELIefS (SuLLivaN, 2009). WHen a person consIdeRs TWO views thAt Are inconsisTent with EaCH otheR, cogniTive diSsonancE POsITs that The pErsOn weighs tHe iMpORtance oF tHe COgnitiOns, aNd May add Or subtRAct fROM the alternatives To redUCE the iNConSisteNcY (Harmon-jOnes, 2009). figure 3 in ChApter 4 depictEd the 259 rElatIonshIp betweEn The conTraStIng philosoPHical persPectiVes TechNoLogy Is
 a tool represents a philo sophical p erspe cti vefo undwide ly among the p a rtic ipants in the study (s ee Ta bl e  3 f o rcodin g frequ e nc y and  T ab le4f or  dime nsi onalize d examples ).Th e philosophy Te chnology i s a  tool aligns  wi th the  i nst r ument alviewof tec h nology . The ins tr u mental view of t ec hnol ogy considers tec h no l ogy as a tool,  as me an s  p u t  to  us e by users  f or th e ir purp o se f u l  en d s (Berger, 20 11; Feenber g , 1 991; H ei deg g er, 20 09).Th e  im plication i s th at this o verarc h ing phi l osophic al vie wpo int  oft he  p art ic i pan t sisi n a lignment  w it h wha t sc h o l a rs a ndphil osoph ers have argu edis a pop ularand w idel yheldphilos ophyof  technology (Fr anss en et al. , 2 00 9;Ja ckson ,  2010) . T heGermanphiloso p her  M a r t in  Heidegger, who ma ny s ch olars ha ve hel d  t ob e the mo st  in flue n t ial i n th e  p hilosoph y of t e ch no logy (K ap lan, 2 00 9b;  Le win,2 010) , bega n his im porta n t work The Que s tion Concerni n g2 5 8T echn olo gy by criti quin g  the  ins t ru men t al vi ew oft ec h nology (Heidegger,20 09), a dmitt ing is streng ths, but p o i n ting out  its we a knesses (see C hapte r 2). Thec ategoryTechn ology is  a tool w a s  found t o b e d ire ctl y li nked to the c a t egor yEducati ona l goals  an d c urr icu lu m shoulddrive te ch no lo gy  (e xplai n ed below  i n t he  im plica t ions f or Re sear ch  Q u est ion 2). As u rpri si ng  fin din gof th e st u dywas tha t while t hei nstr um en tal vie w of technolo gy  was preva le nt,  a phi l o sophical  position normally asso c iated w ith  theinst rumentalvie w, the  ne u tralit y thes is, w as  on l y  asso c i at edwi th eight p a r tic ipant s.  The  neutra lity thesis consid e rstechnology as  ne utra l wi thr eg a rdto val u e s, and assumesthere areno in herent mor a l i mp licatio ns in u singt echnolo gy (Verma as, 2011) .On t h e  ot her hand,the cate gory Tech n ology ra isesque stions  o  fhuman  value s  wa s ass ociate dwith 2 2 ofth e 31 par ticipants. The research er int erpre ted  the phil oso p hic al view r epre sented bythi s c atego ryt o bein a l ig nme n t wit h Ho f mann's th e or y t h a ttechnologyi s val ue la den ,  raise s qu estions of values ,  and has ethic al c o n seq uen c es ( Ho fmann, 2006).The  r e s earcherco ncludes tha t the su rp r ising  findi ng inthe stu d y  i n volvin g ed uca tional te chn ol o gy lead er sc an beexpl ai ned as  a pos s ible c ase of cognitive  diss o n anceb etw een t ec hnology is v alue neutr al, and Tec hnolog y ra isesquestio ns  o f h uma nvalues. Fe s tinger'stheor y of co gn itiv e d issona ncep o sitsthat  p ers ons exper i e nc e  d is c omf ortor un ea se w hen theye ncounter  ne w  inform at ion t hat co n tr a d icts their  pr eviou s l y held ass u mpti o ns or be liefs(Sulli van, 20 0 9).  W hen a p ers o n  consider s two vie w s t ha t ar e incons is tent  w ith  e ach other, cogn itive di ssonance p ositstha t  the person  w eighs the im porta nc e  of the c ogn itions, and  ma y a dd o r s ubtr a ct from the alternatives  toreduc e  th e inc onsis te ncy (Har m on-J ones, 20 0 9). Figure 3in Chapter 4 de p ict e d th e 2 5 9re lationshi p b e tween  the  co ntra sti ng p h i loso p hica l  p ersp ective s Te ch no logy is
 a_tool represents_a philosophical perspective found_widely among_the_participants in_the_study (see Table_3 for coding_frequency and Table 4_for dimensionalized examples)._The_philosophy Technology is a tool aligns with the instrumental view of technology. The instrumental_view_of technology_considers_technology_as a tool, as means_put to use by users_for their_purposeful ends (Berger, 2011; Feenberg, 1991; Heidegger, 2009)._The_implication is that_this overarching philosophical viewpoint of the participants is in_alignment with what scholars and philosophers_have argued is_a_popular_and widely held philosophy_of technology (Franssen et al., 2009;_Jackson, 2010). The German philosopher Martin_Heidegger, who many scholars have held to_be the most influential in the_philosophy of technology (Kaplan, 2009b;_Lewin, 2010),_began his important work The_Question Concerning 258_Technology by_critiquing the instrumental_view o f technology (Heidegger, 2009),_admitting is strengths,_but pointing out its weaknesses (see_Chapter_2). The category_Technology_is_a tool_was found to_be_directly linked_to_the category Educational goals and curriculum_should_drive technology (explained below in the implications_for Research Question 2)._A_surprising finding of the_study was that while the_instrumental view of technology was prevalent,_a philosophical_position normally_associated with the instrumental view, the neutrality thesis, was only associated_with eight participants. The neutrality thesis_considers technology as neutral_with regard_to_values, and assumes_there_are no_inherent moral implications in using technology (Vermaas,_2011). On_the other hand, the category Technology_raises questions o f_human_values was associated with 22 of_the 31 participants. The researcher interpreted_the philosophical view represented by_this_category_to be in alignment with_Hofmann's theory that technology is value_laden, raises questions_of values, and has ethical consequences (Hofmann,_2006)._The researcher concludes that the surprising_finding_in the study involving educational technology_leaders_can_be explained as a possible_case of cognitive dissonance between technology_is value neutral, and Technology raises questions o f_human values. Festinger's_theory of cognitive dissonance posits_that_persons_experience discomfort or unease when they encounter new information that_contradicts their_previously held assumptions_or beliefs (Sullivan, 2009). When a person considers two views_that are inconsistent with each other, cognitive_dissonance posits that the person weighs the importance of the cognitions,_and may add or subtract from the alternatives_to reduce the inconsistency (Harmon-Jones, 2009). Figure_3 in Chapter 4_depicted_the 259 relationship between the contrasting philosophical_perspectives_Technology_is