 * technology is value laden, and involves ethical considerations (Hofmann, 2006). The researcher also concluded that the philosophical perspective associated with Consider ethical factors associated with technology aligns with the approach to technology and ethical considerations in the national framework for K-12 educational technology leadership (Consortium for School Networking, 2011). This framework addresses ethical considerations that are integral to responsible technology leadership. The ethical considerations in the framework were represented in the participants' responses concerning matters such as Internet safety, personal privacy, equitable access to technology, copyright compliance, and environmental sustainability (see Table 24). The instrumental view of technology connected with the approach to technology decision making Educational goals and Curriculum should drive technology. Implications for leadership and decision making were reflected in the category's five main properties, with the most frequent consequence being that technology leaders consider the intended educational goals fo r technology. This focus on technology being the means to achieve the educational ends intended for it aligns with what some educators have held is the normal and appropriate role for educational technology (Kanuka, 2008). Under the category Educational goals and Curriculum should drive technology, the related properties don't pursue technology for the sake o f technology, and curriculum 276 should drive technology, rather than technology drive curriculum, both describe technology decision making practices that place focus on educational ends, with technology considered as the means. This perspective is in alignment with a respected textbook example of what constitutes appropriate technology integration, characterized by curriculum driving technology integration, rather than technology driving curriculum (Shelly et al., 2008). Core category. The core category and central phenomenon that emerged from the qualitative study was that technology leaders approach technology leadership through a practice of Keep up with technology (or be left behind). This core category and its properties included coding instances from 30 of 31 participants. The core category emerged early in data analysis, continued to grow in explanatory relevance, and reappeared in-vivo in transcript narratives in various forms, often expressed in those words, or variations of them (see Table 19). Data analysis showed the core category was linked with the broad philosophy o f technology perspective Technological change is inevitable. The researcher concludes that participants in this study had an ideological orientation to technological change, similar to what Leonardi (2008) found in a study o f technology managers in the private sector. The researcher makes the argument that the core category is a manifestation of a philosophical perspective called the technological imperative, described by some scholars as associated with technological determinism (Chandler, 1995; Cukier et al., 2009;
* technology is value laden, and involves ethical considerations (Hofmann, 2006). The researcher besides conclude that the philosophical perspective consociate with study ethical factors associated with engineering aligns with the approach to technology and ethical considerations in the home model for K-12 educational technology leadership (Consortium for School Networking, 2011). This framework address ethical considerations that are integral to responsible technology leadership. The ethical considerations in the framework were represent in the participants' responses concerning matter such as Internet safety, personal privacy, equitable access to technology, copyright compliance, and environmental sustainability (understand Table 24). The instrumental view of technology connected with the overture to technology decision making Educational goals and Curriculum should drive technology. Implications for leadership and decision making were reflected in the category's five main properties, with the most frequent consequence being that technology leaders consider the intend educational goals fo r engineering. This stress on technology being the means to achieve the educational ends intended for it align with what some educators have held is the normal and appropriate role for educational technology (Kanuka, 2008). Under the category Educational goal and Curriculum should drive technology, the related properties don't pursue technology for the sake o f engineering, and curriculum 276 should drive technology, rather than technology drive curriculum, both report technology decision making practices that place concentrate on educational ends, with technology considered as the mean. This perspective is in conjunction with a respected textbook example of what establish appropriate technology consolidation, characterized by curriculum driving technology integration, preferably than technology drive curriculum (Shelly et al. , 2008). effect category. The core class and central phenomenon that emerged from the qualitative study was that technology leaders approach technology leadership through a practice of Keep up with technology (or be left behind). This core class and its properties included code instances from 30 of 31 participants. The core category emerged early in data psychoanalysis, continued to grow in explanatory relevance, and reappeared in - vivo in transcript narratives in various forms, often expressed in those son, or variation of them (see Table 19). datum analysis showed the core class was linked with the broad philosophy oxygen f technology position Technological change is inevitable. The researcher concludes that participants in this study had an ideological orientation to technical change, similar to what Leonardi (2008) found in a study o f technology managers in the private sector. The researcher makes the argumentation that the core category is a manifestation of a philosophical perspective called the technological imperative, described by some scholars as associated with technical determinism (Chandler, 1995; Cukier et al. , 2009;
 * tfchnology is value laden, and involves ejhucal cmnsidedations (Fofmann, 2006). The researcher also cinclueed that the philosophkcal persiective awsocmated with Consivsr ethigcl fadbors cswociated with jechnology anigns with the aopxoach to technology and ethical consyderatipnd in the natiogal gwamesork for K-12 educational technology meadersiip (Consortium gor School Networking, 2011). Thid frwmework addresses fthical conwidewqtions that xre integral to responaible technology leadership. The ethieal considetcriojv in the fremeworh were represented it the psrticipants' rexpoises concerning matters snch as Internet safejy, personan 'rivacy, equitable accwsw to jechnmlogh, cooyrjgit dompliwncx, and envirknmental suwtainability (see Tanlq 24). The instrumsntal diqw of technology connected with the appgoacg to technology decisiob making Educational hoals and Curriculum should drive technology. Implications xor lxaaerwhlp ave fecision making were reflected in the categorr'a gine main propertief, with the kodt srequent consgquence bejng that technologj leadets conwider the intrnded educational goals fo e technology. Rhis focus on techuology being the meanx to achieve the educatnonal snds intendfd for it xligns with what soke educators have held is thq normal end a'propriage rple fow educatiojal tcwhnology (Kanuka, 2008). Ujder jhe cadegory Edufational goals and Curriculum sipuld drive tgchtolmgy, the xelatec properties qon't pursue teehnology for ghe sake o f techiology, and ctrriculum 276 shmold drive tecinology, rwthee thqn techvulogy drive cutriculum, yjth eescribe technologn deckaion making praeuicts that place fovus on efuratiogdl ends, with tecfnoupgy cunsidertb aw the means. This perspecthve js in alignment wiyh a respexted texebook example of what constitutts appcopriave tecnnojogy integration, characterized by currifulmm driving teshnooogy integracion, rather than technology driving currmculum (Shelly et al., 2008). Coee category. The corg cstegory and centwal phenokenon that emerged feom the qualitatiye study was that techhology leadfrs approach technology leadership through a practice of Keep up with tecynologb (jr be left gehimd). Thps eorz categjry env its properties pncluded coding instances from 30 uf 31 parthcnpants. The core category emerbea early in daja analysis, continued to gdow in ecplanatory relevance, and reappesred in-vivo in transcripb narratices ih various horms, often expressec in tkose wirds, or varlations of theo (sre Table 19). Dwta enamysis showed the core category wqs linjef with the broad philosophy u f tgchnologi perspective Tecgnolkhical change is inrvitable. The rrsearcher concludes nhae participants pn this study had an ideological orientatiot to technological change, similar to what Leonardi (2008) found in a study p f technologi lanagers in the privatc seceor. The fesearcher mdkes the argument that the core category is a maniwesnation of a philosoihical perspective gclled the techvologucal imperarive, descriged by xoie sckolars as associated witg dechnoloyicel determikism (Chandlet, 1995; Cukier et dl., 2009;
* technology is value laden, and involves (Hofmann, The researcher concluded that the ethical associated with technology with the approach technology and ethical considerations in the framework for K-12 educational technology leadership (Consortium for School Networking, 2011). This framework ethical considerations that are integral to responsible technology leadership. The ethical considerations in framework represented the responses concerning matters such as Internet safety, personal privacy, equitable access to technology, copyright compliance, and sustainability (see Table 24). The instrumental view of connected with the approach technology decision making Educational goals Curriculum drive technology. for and making were reflected the category's five main properties, with the most frequent consequence being that technology leaders consider the intended goals fo This focus technology the to achieve the intended for it aligns with what held is the normal and appropriate role for technology (Kanuka, Under the category Educational goals and should drive technology, the related properties don't pursue for the sake o f technology, and curriculum 276 should drive technology, rather than technology both describe technology decision practices that place on ends, technology as the This perspective is in alignment with a respected textbook example of constitutes appropriate technology integration, characterized by curriculum driving technology integration, technology curriculum (Shelly et 2008). Core category. The category central phenomenon that emerged qualitative was approach leadership a practice of Keep with technology (or be left This core category and from 30 of 31 participants. The core category early in data analysis, continued to grow explanatory relevance, and reappeared in-vivo in transcript narratives in various forms, often in those variations of them (see Table 19). Data analysis the core category was with the broad philosophy o f technology perspective Technological is The researcher that participants in study had an orientation to technological to what (2008) in f technology managers in the private The makes the argument that the category manifestation of a philosophical perspective called the technological imperative, described by some scholars as associated determinism (Chandler, 1995; Cukier al.,
 * technology is value laden, and Involves etHical ConSidErAtioNs (HoFmann, 2006). The researCHer aLso concluded that the phiLosopHiCAl peRSpEctivE associATeD WIth coNsIdeR eTHiCal faCtoRs assocIated with tEchNoLogy aligns wiTH tHe approach To tEchnology and EthIcal coNsIdeRAtionS in The naTional FRamewoRk for K-12 eduCaTIonal tEChnologY LEaDersHip (Consortium for SCHoOL Networking, 2011). ThiS frameWoRK aDDResSes Ethical conSiDeratIOns that ARe INTEgrAL to responsiblE technology LEadErship. thE etHIcal coNsideRaTIonS in the frameWork Were repreSented IN the parTIcipantS' respoNseS coNcerNInG mAttErS SucH As intERneT safety, pErSoNal prIvacY, EQUItabLe aCcesS to teChnology, copyrIghT comPLiaNce, anD enviRonmEnTal suStainaBilitY (sEe Table 24). The instrUmenTal view of TecHnOloGy ConneCTed witH thE apProach tO technoLOgy DeCISIoN making Educational GoALS aNd CurricUlum shOUlD dRIve technOlOgy. implICAtionS for LEaDership aNd deciSIoN mAking weRe ReflecTeD in The CategORy's fIve maiN propertIes, wiTH the most frequeNT consequence bEInG THaT TechNolOgy leaders cOnsiDEr thE intENdEd eDUcatiOnal gOaLS fO R technology. This focuS oN technOlogy Being the means To achieve tHE EDucationAl enDS iNTended for it aliGns wiTh what some EDucators Have hEld is the Normal and APPropriatE roLe fOr eDucATIoNal technology (kANuka, 2008). unDer the cAteGory EduCatIonAl gOalS aNd CurricuLum shoulD dRiVe TeChnOlogy, THe relateD pRopErTieS don't PUrsue tEchnoLogy FoR tHE saKe o f tecHNoLOGy, anD cUrRicuLum 276 ShOuld dRive TEchNology, rAther than TecHNoloGy DrIve currIculum, both desCrIbe technolOgY deCision MAKing pracTices that place focus on edUCationaL enDs, witH tecHnology coNsiDered aS thE Means. THis perSpectIvE is IN AlignMENt WitH a Respected tEXTboOk exaMpLe of What conStitutes appropriatE TecHnology integrAtiOn, chARAcTerIZeD By cUrRIcuLUM driving technolOgy integraTiON, rAther than tEChnOlOgy drivIng currIculuM (shelly eT al., 2008). Core caTegory. The CoRe caTEGorY and centraL phenomeNon that emERged fROm The quAliTative StUdy Was thAt techNOloGy leaDers apPrOach teChnolOgY leadersHip through a practice of KeEp up wiTh tecHnoLogy (or be lEft BEhiNd). This corE catEgory and itS prOpeRties IncLUded cOdinG InStaNCes frOm 30 of 31 PArticipanTS. THe cORE cAtegory emerGED EarLy in dAta ANalysiS, conTinued to grow in expLAnatory relevanCe, anD REapPeaREd in-ViVo in transcript NarRaTIVes in varIoUs forms, ofteN expressEd IN thosE words, Or variAtions oF THeM (See TabLe 19). DaTa aNalysis shOweD tHE core caTeGoRY was liNked WiTh the bRoad phILosoPHY o f technology perSpectIVE TechNOloGical ChAnge is iNEvitAble. The resEarcher concLudes tHat pArticIpants iN tHis stuDy hAd An ideologiCAl orientaTion tO technoLoGicaL chAnge, siMilaR TO what leonArDi (2008) fOund in a stUDY o F TeChNOloGy maNagerS iN the Private seCTor. The reSeaRCher makEs The ARGument THaT THe core cateGorY is a mANIfestation OF a phILoSOphicAl persPectivE called THe tEcHnologiCal IMPerative, dEscribed bY SomE sCholArs as assOcIateD wIth TeChnological deteRminism (CHandler, 1995; CUKIer et aL., 2009;
 * technology is value lad en, and in volve s e thi ca l co nsid erations (Hofm a nn,2006). The researcheralsoco n clud e dthatthe phi l os o p hic al  p ers pe c ti ve as soc iated w ith Consid eret hical factor s  a ssociatedwit h technology  al igns w it h t h e app roa ch to  techn o logy a nd ethica lc onside r ationsi n  t he n ational framework fo r  K-12 educatio nal te ch n ol o g y l ead ership (Co ns ortiu m  for Sc h oo l N etw o rking, 2011).  This frame w ork  addre ss ese thical  cons id e rat ions that a re i ntegral t o resp o nsiblet echnolo gy lea der shi p. T h eet hic al con s id era t ion s in the  f ra mewor k we r e r epre sen tedin th e participant s'resp o nse s con cerni ng m at terssuch a s Int er net safety, per sona l privacy , e qu ita bl e acc e ss totec hno logy, c opyrigh t  co mp l i a nc e, and environment al s us tainabil ity (s e eTa b le 24).Th e i nstr u m ental  vie w  o f techno logy c o nn ec ted wit hthe ap pr oac h t o tec h nolo gy dec ision ma kingE ducational goa l s and Curricu l um s ho u ld d riv e technolog y. I m plic atio n sfor leade rship  a n dd ecision making were  r eflect ed in  the category 's five ma i n properti es,w it h  the most freq uentconsequenc e  being t hat t echnolog y leaders c onsiderthe  in ten ded e du cational goal s fo r  t echnolo gy.  This f ocu s o n t ech no logy bein g the me an sto  a chi eve t h e educat io nal  e nds  inte n ded fo r italig ns  w i thwhat so m ee d ucat or shave  he ld  is t he n o rma l and a ppropriat e r o le f or  e ducatio nal technolog y(Kanuka, 2 00 8).  Under t he categ ory Educational goals a n d Curri cul um sh ould  drive te chn ology,  th e  relat ed pro perti es  do n ' t pur s u etec hn ology fort h e s ake o  f  tec hnology , and curriculum 2 7 6 s hould drive t ech nolo g y ,rat h er tha nt ech n o logy drive curr iculum, bo th de scribe tec h nol og y decis ion mak ing p r actices  that pla ce focuson  edu c a tio nal ends,with tec hnology c o nside r ed  as t hemeans.  T his  pers pectiv e  is  in a lignme nt  witha res pe cted tex tbook example of what c onstit utesapp ropriatetec h nol ogy integ rati on, charac ter ize d bycur r iculu m dr i vi ngt echno logy integrati o n,  ra t h er  than techn o l o gydrivi ngc urricu lum(Shelly et al., 2 0 08). Core cate gory . The  co r e ca te gory and centr alph e n omenon t ha t emerged f rom thequ a litat ive st udy wa s thatt e ch n ologylead ers  approach  te ch n ology l ea de r ship t hrou gh  a pra cticeo f Ke e p  up with technol ogy ( o r  be l e ftbehin d) . Thisc orecategory a nd its prop erties  inc luded  coding  i nstanc esfr om 30 of 3 1  particip ants.  The co re  cat ego ry eme rged e arlyin d at a a nalysis,c o nt i nu ed togrow  in e xp lana tory rele v ance, an d r e appeare din- v i vo int ra n s cript narr ati ves i n various fo r ms,o ft e n exp ressed  in th ose wor d s,or  variat ion s of them ( see Table 19) .Data  analysi sshow ed  th ecore category w as linke d with t h e  broad  ph i loso p hy o f  t echnology pe rspec ti v e Techn o l ogi cal cha n geisine vita ble . Th e  researcher concludes th at p artic i pan ts in  this  s tudy had an i deologic a l orientation  to technologic a l c h ange , s i mi la r to what  Le o nardi  (20 08)  fou ndin a s tudy o ft ec hnol ogy ma nage rs  i n the pri va te sect o r. T h e r esea rcher  m ak e sthe arg ument th at th ecore cate g ory isa ma ni festation ofa philosophi ca l pe rspect i vecal l e d the techno logical im per ative, des cr ibe d  by  some  scholars asass oc i ate d wi th  techn ological  deter mini s m  (Cha ndler , 19 95; C ukieretal. , 20 09 ;
 *_technology is_value laden, and involves_ethical considerations_(Hofmann,_2006). The_researcher_also concluded that_the philosophical perspective_associated with Consider ethical_factors associated with_technology_aligns with the approach to technology and ethical considerations in the national framework for_K-12_educational technology_leadership_(Consortium_for School Networking, 2011). This_framework addresses ethical considerations that_are integral_to responsible technology leadership. The ethical considerations in_the_framework were represented_in the participants' responses concerning matters such as Internet_safety, personal privacy, equitable access to_technology, copyright compliance,_and_environmental_sustainability (see Table 24)._The instrumental view of technology connected_with the approach to technology decision_making Educational goals and Curriculum should drive_technology. Implications for leadership and decision_making were reflected in the_category's five_main properties, with the most_frequent consequence being_that technology_leaders consider the_intended educational goals fo r technology._This focus on_technology being the means to achieve_the_educational ends intended_for_it_aligns with_what some educators_have_held is_the_normal and appropriate role for educational_technology_(Kanuka, 2008). Under the category Educational goals_and Curriculum should drive_technology,_the related properties don't_pursue technology for the sake_o f technology, and curriculum 276_should drive_technology, rather_than technology drive curriculum, both describe technology decision making practices that_place focus on educational ends, with_technology considered as the_means. This_perspective_is in alignment_with_a respected_textbook example of what constitutes appropriate technology_integration, characterized_by curriculum driving technology integration, rather_than technology driving curriculum_(Shelly_et al., 2008). Core category. The_core category and central phenomenon that_emerged from the qualitative study_was_that_technology leaders approach technology leadership_through a practice of Keep up_with technology (or_be left behind). This core category and_its_properties included coding instances from 30_of_31 participants. The core category emerged_early_in_data analysis, continued to grow_in explanatory relevance, and reappeared in-vivo_in transcript narratives in various forms, often expressed in_those words, or_variations of them (see Table_19)._Data_analysis showed the core category was linked with the broad_philosophy o_f technology perspective_Technological change is inevitable. The researcher concludes that participants in_this study had an ideological orientation to_technological change, similar to what Leonardi (2008) found in a study_o f technology managers in the private sector._The researcher makes the argument that the_core category is a_manifestation_of a philosophical perspective called the technological_imperative,_described_by_some scholars as_associated with technological_determinism (Chandler, 1995;_Cukier et_al., 2009;