The official name used by the state of Virginia for these positions is instructional technology resource teacher (ITRT), and Virginia mandates that school districts employ an ITRT at a ratio o f one for every 1000 students (Virginia Department of Education, 2008b). According to state guidelines, while those in the ITRT position hold teaching licensure, they are not to be assigned classroom teaching duties, but rather their role is to train, lead and mentor fellow educators (Virginia Department of Education, 2008b). Instructional technology specialists in Virginia often work under the supervision of district technology directors (Virginia Department of Education, 2008b). The researcher employed a Corbin and Strauss (2008) approach to qualitative data analysis, which has some differences from the classic grounded theory methodology originally proposed by Glaser andcommended forward thinking lawmakers and educational leaders in Virginia for implementing on a statewide basis funding for ITRT positions dedicated to providing leadership for technology integration. During purposive and theoretical sampling, the researcher did make an effort to seek out participants from different geographic areas of the state, from both city and county school districts, and both men and women. The first research question was open to broad philosophy of technology assumptions, and the interview protocol and questionnaire both began with open-ended icebreaker questions that invited participants to share philosophy of technology views in their own words. However, the researcher delimited the third research question to philosophy of technology assumptions characterized by technological determinism. This delimitation was made on the basis o f the study's research problem and