leveraging technology to improve education and facilitate learning. In defining core skill areas for K-12 educational technology leadership, the Consortium for School Networking used the term educational technology in a broad sense, to reflect how educational technology involves the management and use of technology in various capacities within education (Consortium for School Networking, 2011). Educational technology includes a) information technology, such as computer systems and network 4 infrastructure, b) digital technology used for improving teaching, learning, and communication, and c) the information and data systems used for managing the business of education (Consortium for School Networking, 2011). Scholars have emphasized the importance of critically examining philosophical assumptions about technology, including within education and leadership (CarrChellman , 2005; Fisher, 2006; Hofmann, 2006; Kanuka, 2008; Kritt & Winegar, 2010; McDonaldsuperintendents and stakeholders, and provide district-wide leadership and vision for educational technology in support o f school district goals (Consortium for School Networking, 2011). In Virginia, instructional technology specialists are employed according to the state's Standards of Quality, and these licensed educators provide leadership for instructional technology integration, including collaborating with and training teachers to integrate technology and software effectively (Virginia Department of Education, 2008b). 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 of one for every 1000 students (Virginia Department of Education, 2008b). Data collection instruments included interviews following a semi-structured protocol, along with a written questionnaire with open-ended questions. The interviews with technology directors