ive sampling to select business leaders who were interviewed using a semi-structured protocol (Fernando et al, 2009). Data was gathered on the meaning of spirituality and its role in the workplace and in leadership, and the data was analyzed and coded using grounded theory methods to identify themes (Fernando et al, 2009). Role o f literature review. Strauss and Corbin (1990) accepted the reviewing of all kinds of literature prior to beginning a research study (Kelle, 2005). Corbin and Strauss (2008) took a similar position that reviewing relevant literature is useful prior to commencing research, but that an exhaustive review prior to research is not necessary, as it is not possible to know beforehand what new problems or relevant concepts will emerge from data. The researcher's strategy for literature review aligned with recommendations from Corbin and Strauss, except that an exhaustive review of relevant literature was conducted prior to research, with literature review continuing during and after research. The continuing literature review served to stimulate questions during analysis and confirm research findings (Corbin & Strauss, 2008). As concepts emerged from data analysis, the literature was consulted to examine any similarities and 129 differences with how concepts had been discussed by other researchers and scholars (Corbin & Strauss, 2008). Population Subjects involved 31 educational technology leaders working in Virginia school district, including K-12 technology directors and instructional technology specialists. Virginia technology directors are the chief technology officers for their school districts, work closely with school superintendents and stakeholders, and they provide professional leadership and vision for educational technology in support of school district goals (Consortium for School Networking, 2011). Technology directors manage all technology and related support resources, must be cognizant of ethical issues related to technology use throughout the district, and should model responsible decision-making (Consortium for School Networking, 2011). In Virginia, instructional technology specialists generally serve as instructional technology resource teachers (ITRT), a state mandated position that provides leadership for instructional technology integration, including collaborating with and training teachers to integrate technology and software effectively (Virginia Department of Education, 2008b). While most school districts have a single technology director, instructional technology resource teachers are employed by districts according to Virginia's Standards o f Quality, which stipulate that school boards employ an ITRT at a ratio of one for every 1000 students (Virginia Department o f Education, 2008b). Strategy fo r selecting and recruiting participants. The selection process focused on identifying technology directors and technology specialists who had been involved with planning
i ve sampling to select business leaders who were interview use a semi - structured protocol (Fernando et al, 2009). Data was gathered on the meaning of spiritualty and its role in the workplace and in leadership, and the data was analyzed and code using grounded hypothesis method to identify composition (Fernando et al, 2009). Role o f literature review. Strauss and Corbin (1990) accept the reviewing of all kinds of literature prior to beginning a research study (Kelle, 2005). Corbin and Strauss (2008) took a similar military position that reviewing relevant literature is useful prior to commencing inquiry, but that an exhaustive review prior to research is not necessary, as it is not potential to know ahead what new problems or relevant concepts will emerge from data. The researcher's scheme for literature review aligned with recommendations from Corbin and Strauss, except that an exhaustive review of relevant literature was conducted prior to research, with literature recapitulation stay during and after research. The continuing literature review served to stimulate questions during analysis and confirm research determination (Corbin & Strauss, 2008). As concepts emerged from datum psychoanalysis, the literature was consulted to examine any similarities and 129 differences with how concept had been discussed by early researchers and scholars (Corbin & Strauss, 2008). Population Subjects involve 31 educational technology leaders working in Virginia school district, including K-12 technology directors and instructional technology specialists. Virginia technology directors are the chief technology policeman for their school districts, make close with school superintendents and stakeholders, and they provide professional leadership and vision for educational technology in support of school district goals (Consortium for School Networking, 2011). Technology director manage all technology and related support resources, must be aware of ethical issues related to technology use throughout the district, and should model responsible decisiveness - making (Consortium for School Networking, 2011). In Virginia, instructional technology specialists generally service as instructional technology resource teacher (ITRT), a state mandated position that provides leadership for instructional technology consolidation, including collaborating with and training teacher to integrate technology and software effectively (Virginia Department of Education, 2008b). While most school districts have a individual technology director, instructional engineering resource teachers are employed by districts according to Virginia's Standards o f Quality, which stipulate that school boards employ an ITRT at a proportion of one for every 1000 students (Virginia Department o f Education, 2008b). Strategy fo r selecting and recruiting participants. The selection process focused on identifying engineering directors and technology specialists who had been involved with planning
ive sampling to select busikess leaders who were iiterviesed usine a semi-structured protocol (Hernqndo tn al, 2009). Data was gatherdd on the meaning of wpiritualitb and its role ln thz xorkplace and ik leadershi[, and the data wxs analyzed and coded using grounded eheory kehhods to identyfy uheies (Rvrkando et al, 2009). Role o f literature review. Strauss and Vorbin (1990) accepted the revieaing of all kinds of llterature ptjor ro beginning a research study (Kellg, 2005). Corbin and Strauss (2008) took a sioilar position jkqt ggviewing relxvant jiterature is useful prior yo commencing veseacch, vut that an exhaustivx review prior to refearch is nkt necessary, as ir us noj posvibld to knkw bsforehwnd what new lroblems or relevant concepts eijo emerge from data. Ehq researcher's strategy for literature rtview aligned with recommendqtions from Corbin anf Strauss, except that an exhaustive review of relevant litaratuce waw gondjxtfd prior to research, with literature review cjhtonling during and anter research. The vojtoguing literatore revnsw served to stimulahe quesjions euring anwlysos and confirm research fineings (Corbin & Strauss, 2008). As conce'ts emerged yrom dsta amalysis, the literature cas cohsulted to fxamine ahh similarities avd 129 dhfferenctr with how concepes had bexn dixcussed by pther wesearcherd and scholars (Corbin & Shrausd, 2008). Populatioj Subjects involved 31 educational technology lgadars working in Vlrginia school qistrict, inclubing K-12 tzchnolugy directkrs and instructiogal technologf specialists. Virginiw texhnooogy difdctors are the chief tebhuology ofdicers for their sghool sistricts, work euisely with schopl rupqrpntxndenev and stakehmldefs, xmd thdy provide irowessoonal leadership and visjon for educationak bechnologi in suppjrt of school district goals (Cojsortmum foc Schopl Getworking, 2011). Technology directods manage alj technology and related sup'ort resources, must be cognizant of ethiral issues related to jechnology use througkomt the distrmct, anq should kodel responsible dexision-making (Consprtium for School Netsorkinc, 2011). In Virginia, instructional technology specialists generally serve as instrucrional technology desoirce neaehexs (ITRT), a svave mandated positpon that provides leadership for instrucdijnal technology integration, onzluding collacorating with and trainihg teachrrs to integrate technology and software effectively (Vivginia Departmsnt of Eduration, 2008b). While most xchool disteicts hqve w single techvolpgn director, insuruccional technology resource teachees are elployed by distrmcts accordikg to Vprginia'f Standards o f Sualjhy, whkch stipulate that school bpards employ an ITRT ae a ratio of obv for every 1000 xtudentv (Virginia Dxpartment o x Education, 2008b). Strategy fo r selecting and recruitinf particikants. The xelection provxss focused on identifyikg teshnology directors atd technology specialists who had been involved wigh ilannihg
ive sampling to select business leaders who using semi-structured protocol et al, 2009). meaning spirituality and its in the workplace in leadership, and the data was and coded using grounded theory methods to identify themes (Fernando et al, 2009). o f literature review. Strauss and Corbin (1990) accepted the reviewing of all of prior beginning research study (Kelle, 2005). Corbin and Strauss (2008) took a similar position that reviewing relevant literature useful prior to commencing research, but that an review prior to research not necessary, as it is possible know beforehand new or concepts will emerge data. The researcher's strategy for literature review aligned with recommendations from Corbin and Strauss, except that an review of was conducted to with review continuing during research. The continuing literature review served during analysis and confirm research findings (Corbin & 2008). As emerged from data analysis, the literature consulted to examine any similarities and 129 differences how concepts had been discussed by other researchers and scholars (Corbin & Strauss, 2008). Population 31 educational technology leaders in Virginia school including technology and technology specialists. technology directors are the chief technology officers for their school districts, closely with school superintendents and stakeholders, and they provide professional vision educational technology in of school district goals for Networking, 2011). Technology directors technology related be of issues related to technology throughout the district, and should responsible decision-making (Consortium for instructional technology specialists generally serve as instructional technology teachers (ITRT), a state mandated position that leadership for instructional technology integration, including collaborating with and training teachers to technology and (Virginia Department of Education, 2008b). While most school have a single technology instructional technology resource teachers are employed by districts according Virginia's o f which stipulate that boards employ an at a ratio for every students Department 2008b). Strategy fo r selecting and participants. selection process focused on identifying directors specialists who had been involved with planning
ive sampling to select busineSs leaders wHo werE inTerViEwed UsinG a semi-structurED proTocol (Fernando et al, 2009). Data wAs gatHeREd on THe MeaniNg of spiRItUALitY aNd Its RoLE iN the wOrkPlace anD in leadersHip, AnD the data was aNAlYzed and codEd uSing grounded TheOry metHoDs tO IdentIfy ThemeS (FernaNDo et al, 2009). role o f litErATure reVIew. StraUSS aNd CoRbin (1990) accepted the reVIeWIng of all kinds oF literAtURe PRIor To bEginning a rEsEarch STudy (KelLE, 2005). CORBIn aND Strauss (2008) took a Similar posiTIon That reViEwiNG relevAnt liTeRAtuRe is useful pRior To commencIng resEArch, but THat an exHaustiVe rEviEw prIOr To ResEaRCh iS NoT neCEssAry, as it iS nOt PossiBle tO KNOW befOreHand What nEw problems or rEleVant COncEpts wIll emErge FrOm datA. The reSearcHeR's strategy for liTeraTure revieW alIgNed WiTh recOMmendaTioNs fRom CorbIn and StRAusS, eXCEPt That an exhaustive reViEW Of Relevant LiteraTUrE wAS conductEd PriOr to RESearcH, witH LiTerature Review COnTiNuing duRiNg and aFtEr rEseArch. THE conTinuinG literatUre reVIew served to stiMUlate questionS DuRINg ANalySis And confirm rEseaRCh fiNdinGS (COrbIN & StraUss, 2008). As CoNCePTs emerged from data anAlYsis, thE liteRature was consUlted to exaMINE any simiLariTIeS And 129 differences With hOw concepts HAd been diScussEd by otheR researchERS and schoLarS (CoRbiN & StRAUsS, 2008). Population SuBJEcts InVolved 31 eDucAtional TecHnoLogY leAdErs workinG in VirgiNiA sChOoL diStricT, IncludinG K-12 TecHnOloGy dirECtors aNd insTrucTiOnAL teChnologY SpECIaliStS. VIrgiNia TeChnolOgy dIRecTors are The chief tEchNOlogY oFfIcers foR their school dIsTricts, work ClOseLy with SCHool supeRintendents and stakeholdERs, and thEy pRovidE proFessional LeaDershiP anD Vision For eduCatioNaL teCHNologY IN sUppOrT of school dISTriCt goaLs (consOrtium fOr School Networking, 2011). tEchNology directoRs mAnagE ALl TecHNoLOgy AnD RelATEd support resourCes, must be cOgNIzAnt of ethicAL isSuEs relatEd to tecHnoloGY use thrOughout thE district, AnD shoULD moDel responsIble deciSion-makinG (consoRTiUm for schOol NetWoRkiNg, 2011). In VIrginiA, InsTructIonal tEcHnologY specIaLists genErally serve as instructioNal tecHnoloGy rEsource teAchERs (ItRT), a state MandAted positiOn tHat ProviDes LEaderShip FOr InsTRuctiOnal TEchnology INtEgrATIoN, including cOLLAboRatinG wiTH and trAiniNg teachers to integRAte technology aNd soFTWarE efFEctiVeLy (Virginia DepaRtmEnT OF EducatiOn, 2008B). While most sChool disTrICts haVe a sinGle tecHnology DIReCTor, insTrucTioNal technoLogY rESource tEaChERs are eMploYeD by disTricts ACcorDINg to Virginia's StaNdardS O F QualITy, wHich sTiPulate tHAt scHool boards Employ an ITRt at a raTio oF one fOr every 1000 StUdents (virGiNia DepartmENt o f EducaTion, 2008b). strategY fO r seLecTing anD recRUIting PartIcIpaNts. The selECTiON pRoCEss FocuSed on IdEntiFying techNOlogy dirEctORs and teChNolOGY speciALiSTS who had beeN inVolveD WIth planninG
ive sampling to select bus iness lead ers w hower einte rvie wed using a se m i-st ructured protocol (Fer nando  e t  al, 20 09).Data wa s  g a t her ed  o n t he me aning  of  spirit uality and  it srole in thew or kplace and  in  leadership,  an d theda taw as an aly zed a nd cod e d usin g grounde dt heorym ethodst o  i dent ify themes (Ferna n do et al, 2009).Role o  f li t e rat ure  review. S tr aussa nd Corb i n( 1 9 90) accepted thereviewing o f  al l kind sofl iterat ure p ri o r t o beginning  a r esearch s tudy ( K elle, 2 0 05). Co rbin a ndStr auss (2 00 8)to o k a si mil a r p ositionth at  revi ewin g r e leva ntlite ratur e is useful p rio r to com menci ng re sear ch , but  thatan ex ha ustive review p rior  to resea rch  i s n ot  nece s sary,asitis notpossibl e  to  k n o w  b eforehand what new  p r o bl ems or r elevan t  c on c epts wil leme rgef r om da ta.T he  researc her'ss tr at egy for  l iterat ur e r evi ew al i gned  withrecommen datio n s from Corbina nd Strauss, e x ce p t  t h at a n e xhaustive r evie w  ofrele v an t l i terat ure w as co n ducted prior to res ea rch, w ith l iterature rev iew contin u i n g during  and af t er research. T he co ntinuing l i terature  revi ew serve d to stim u l ate ques tio nsdur ing a na lysis and con f i rm r es earch f ind ings (C orb in& S tra us s, 2008).  As conc ep ts  e me rge d fro m  data an al ysi s,  th e lit e rature  wascons ul te d  to  examin e  a n y  sim il ar itie s a nd  129diff e ren ces wit h how con cep t s ha dbe en disc ussed by othe rresearcher sand  schol a r s (Corbi n & Strauss, 2008). Pop u lationSub jects  inv olved 31edu cation alt echnol ogy le aders  w ork i n g inV i rg ini aschool dis t r ict , inc lu ding  K-12 t echnology director s  an d instruction altech n o lo gys pe c ial is t s.V i rginia technolo gy directo rs ar e the chie f  te ch nologyofficer s for their s chool dis tricts, w or k cl o s ely  with scho ol super intendent s  ands ta kehol der s, and  t hey  prov ide pr o fes siona l lead er ship a nd vi si on for e ducational technology i n supp ort o f s chool dis tri c t g oals (Con sort ium for Sc hoo l N etwor kin g , 201 1).T ec hno l ogy d irec t ors manag e  a llt e ch nology andr e l ate d sup por t  resou rces , must be cogniza n t of ethical i ssue s rel ate d  tote chnology use t hro ug h o ut the d is trict, andshould m od e l res ponsib le dec ision-m a k in g  (Cons orti umfor Schoo l N et w orking,  2 01 1 ). InVirg in ia, in struct i onal t echnology specia lists g enera l lyserve  a s instr u ctio nal techno logy resour ce tea cher s (IT RT), ast ate ma nda te d position that prov idesleaders hi p fo r i nstruc tion a l  tech nolo gy  in tegration , in c lu di n g c olla borat in g wi th and tr a ining te ach e rs to i nt egr a t e tech n ol o g y and soft war e eff e c tively (Vi r gini a  D e partm ent of  Educa tion, 2 0 08b ).  Whilemos t school di stricts h a veasing le techn ol ogydi rec to r, instructiona l techno logy res o u rce te ach e rs a r e empl oy ed by distri cts a cc o rding t o Vir ginia's Sta nda rds  o f  Qu alit y , which stipulate that s choo l boa r dsemplo y anIT RT at ar atio  of onef or every 1000  students (Virg i nia Depa rtm e nt  o  f Educat ion ,  2008 b).Str ateg y f o rs e lect i ng a n drecr uiting  par ti ci pants. Th eselecti o n pr o ces s fo cused  o ni de ntifyin g techno logydi rectors a n d techn olog yspecialists w ho had beenin volv ed wit h  pl ann i n g
ive sampling_to select_business leaders who were_interviewed using_a_semi-structured protocol_(Fernando_et al, 2009)._Data was gathered_on the meaning of_spirituality and its_role_in the workplace and in leadership, and the data was analyzed and coded using_grounded_theory methods_to_identify_themes (Fernando et al, 2009)._Role o f literature review._Strauss and_Corbin (1990) accepted the reviewing of all kinds_of_literature prior to_beginning a research study (Kelle, 2005). Corbin and Strauss_(2008) took a similar position that_reviewing relevant literature_is_useful_prior to commencing research,_but that an exhaustive review prior_to research is not necessary, as_it is not possible to know beforehand_what new problems or relevant concepts_will emerge from data. The_researcher's strategy_for literature review aligned with_recommendations from Corbin_and Strauss,_except that an_exhaustive review of relevant literature was_conducted prior to_research, with literature review continuing during_and_after research. The_continuing_literature_review served_to stimulate questions_during_analysis and_confirm_research findings (Corbin & Strauss, 2008)._As_concepts emerged from data analysis, the literature_was consulted to examine_any_similarities and 129 differences_with how concepts had been_discussed by other researchers and scholars_(Corbin &_Strauss, 2008)._Population Subjects involved 31 educational technology leaders working in Virginia school_district, including K-12 technology directors and_instructional technology specialists. Virginia_technology directors_are_the chief technology_officers_for their_school districts, work closely with school superintendents_and stakeholders,_and they provide professional leadership and_vision for educational technology_in_support of school district goals (Consortium_for School Networking, 2011). Technology directors_manage all technology and related_support_resources,_must be cognizant of ethical_issues related to technology use throughout_the district, and_should model responsible decision-making (Consortium for School_Networking,_2011). In Virginia, instructional technology specialists_generally_serve as instructional technology resource teachers_(ITRT),_a_state mandated position that provides_leadership for instructional technology integration, including_collaborating with and training teachers to integrate technology and_software effectively (Virginia_Department of Education, 2008b). While_most_school_districts have a single technology director, instructional technology resource teachers_are employed_by districts according_to Virginia's Standards o f Quality, which stipulate that school_boards employ an ITRT at a ratio_of one for every 1000 students (Virginia Department o f Education,_2008b). Strategy fo r selecting and recruiting participants._The selection process focused on identifying technology_directors and technology specialists_who_had been involved with planning