holding the instrumental view of technology. The property technology is value neutral, within the category Technology is a tool, aligns with a philosophical position connected with the instrumental view of technology, called the neutrality thesis. Although the instrumental view of technology was prevalent, its normal property, technology is value neutral, was only associated with eight participants. It was interpreted that this surprising finding might be a case of cognitive dissonance between technology is value neutral, and the category Technology raises questions o f human values, which aligns with Hofmann's theory of technology as value laden. The category Consider ethical factors associated with technology was understood as being in close alignment with the national framework for K-12 educational technology leadership from the Consortium for School Networking (Consortium for 253(or be left behind) was compared with the literature, and it was interpreted that this core category is effectively an ideological orientation to technological change, similar to what Leonardi (2008) found in a study of technology managers in the private sector. The core category Keep up with Technology (or be left behind) was also interpreted as a manifestation o f a perspective called the technological imperative, associated with technological determinism (Chandler, 1995; Cukier et al., 2009; Hofmann, 2006). Keep up with technology (or be left behind) was construed as a technological imperative following from the philosophy of technology assumption Technological change is inevitable, and oriented toward helping prepare students for a technological future. In interpreting the results pertaining to Research Question 3, the researcher compared the findings with