utopian world can be tantalizing. The founder of Wired magazine, Kevin Kelly, proposed a theory of technology in society which he termed the technium, that presents a vision of technology as an evolving super organism driven by the collective imagination, with technological change as inevitable, and mostly tending toward a utopian world (Edward, 2010; Pollock, 2010). Assumptions of technology as inevitable are present in the rhetoric used to explain the function of early and late adopters in the inevitable diffusion of technological progress through society (Instone, 2004). The view of the autonomous development o f technology as being inevitable and unstoppable has been described as the technological imperative (Chandler, 1995; Cukier 95 et al., 2009; Hofmann, 2006; Leonardi, 2008; Martin, 2008; Poser, 2009). The technological imperative may seemschool 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