until theoretical saturation had been reached, at which point 31 subjects had participated in the study. Participants included 15 technology directors and 16 instructional technology specialists. Among the 31 participants, there were 17 men and 14 women, from 19 school districts from different geographic areas of the state, including Central Virginia, Southside, Hampton Roads and the Virginia Peninsula, Northern Neck and Middle Peninsula, Northern Virginia, and Southwest Virginia and the foothills of the Blue Ridge Mountains. Both city and county school districts were included. Using the U.S. Census Bureau's definition of urban as a population density of 1,000 or more persons per square mile, or incorporated places with a population of 2,500 or more (Bureau of the Census, 2011), 6 of the districts are urban, and 13 arevalues? Does technology raise questions relating to values or ethical considerations?" Keep up with technology (or be left behind). The category Keep up with technology (or be left behind) emerged as a prevalent approach to educational technology decision making, with 393 coding instances from 58 of the 61 documents, and all 31 participants. This concept began to appear at the beginning of the process of data collection and analysis, and continued to grow in explanatory power as the study progressed. The concept emerged as the core category in the study, with the greatest explanatory relevance (Corbin & Strauss, 2008). The category Keep up with technology (or be left behind) reappeared in-vivo in transcript narratives in various forms, often expressed in those words, or variations of them. For example,