considerations that are integral to responsible technology leadership, including Internet safety for students, computer security, equitable access to technology, copyright compliance, personal privacy, and environmental protection and energy saving practices. The ethical considerations in the national framework were represented in the participants' responses, including Internet safety, personal privacy, equitable access to technology, copyright compliance, and environmental sustainability. Keep up with technology (or be left behind). The Finding sections presented the results that show Keep up with Technology (or be left behind) emerged as the core category in the study, the central phenomenon that often concerns technology leaders. Corbin and Strauss (2008) explained that during data analysis, the core category should continue to grow in explanatory relevance. While other categories and philosophical 240 perspectives were also prevalent, Keep upfo r the sake o f technology. The core category that emerged from the study, Keep up with technology (or be left behind), had two major properties, pressure to keep up with technology, and resistance to technological change. There were also three properties under the core category that were closely related, prepare students fo r a technological future, prepare students to get ahead through technology competency, and prepare students to get ahead with 21st century skills. The results for Research Question 3 described philosophical assumptions characterized by technological determinism. The categories Technological change is inevitable and Technology causes unintended consequences were both prevalent. The categories Technology causes social change, and Both technology causes social change 252 and social factors shape technology involved a majority of participants. Another category