or her theoretical insights in the area of research (Kelle, 2007), while remaining attentive to subtleties of meaning (Suddaby, 2006). Schram (2006) explained that the strategic concern for fieldwork of positioning involves being in a position to understand and make use of data, and figure out how things connect together and to the big picture. The researcher's experience working as a technology director and instructional technology specialist contributed toward the strategic consideration of positioning, helped with theoretical sensitivity, and provided insight for discerning concepts and theory pertaining to philosophy of technology assumptions in leadership. The researcher was mindful that theoretical sensitivity involves the researcher being open to new and unexpected interpretations of data, and striving to be skillful in combining literature, data, and experience (Suddaby, 2006). 144 Triangulationdesign, develop, and implement technology into instruction (Virginia Department of Education, 2010). Similar to district technology directors in other states, Virginia technology directors are the chief technology officers for their school districts, work closely with school superintendents and stakeholders, and provide district-wide leadership and vision for educational technology (Consortium for School Networking, 2011). While information technology administration is an integral part o f the duties o f technology directors (Consortium for School Networking, 2011), their educational technology leadership is crucial for the success of school district technology integration (Virginia Department of Education, 2008b). Instructional technology specialists in Virginia are educators holding teaching licensure who provide leadership for instructional technology integration, and collaborate 146 with and train teachers to integrate technology and software effectively (Virginia Department of Education, 2008b).