Assumptions, Limitations, Scope and Delimitation
The study will help establish whether participating teachers are curious and eager to learn new skills that will provide additional teaching opportunities. It is assumed that teachers are curious and eager to learn how to infuse advanced technology and also develop an understanding of instructing with available technological tools such as wireless laptop technology (Marino, Sameshima, & Beecher, 2009). The limitations are as follows: first, the amount of time available for the researcher to conduct this study, which may also limit the study’s scope to a smaller group of respondents. The other limitation is the researcher’s inability to assess the accurate amount of time teachers will spend using an online network. The next limitation is the location, a rural school system and not a suburban or urban school system because the system under review only has four schools. The final limitation is teachers’ use of available technology within their classroom due to possible technophobia, lack of training, and or skills. The delimitation in this study is that no data will be collected from XYZ’s students and administrators who also use wireless technology. The TAS questionnaire, which is a standardized measure with high reliability and validity of teachers’ technological attitudes, will be administered to 108 teachers.
However, the use of a self-reported questionnaire will also assume that participants provide truthful responses from a one- shot posttest (Leedy & Ormrod, 2010). Teachers at XYZ district will complete the questionnaire the day after a one hour training session on integrating wireless laptops (Skevakis, 2010; Zucker & King, 2009) in the classroom with an experimental group. Another assumption is that the assessment is receptive enough to assess teachers’ technological attitudes. Therefore, based on the quantitative nature of the study, this investigation is better outfitted to present a wealthy account of the practice of teaching and learning with wireless laptops (Skevakis, 2010) within K–12 classrooms, as opposed to a qualitative or mixed method investigation of the phenomenon (Leedy & Ormrod, 2010). Thus, this study does not suggest that teaching and learning should be limited exclusively to wireless computing.
Significance of the Study
The significance of this proposed study will add to the literature by illustrating a more inclusive picture of the universal practice of instructing and learning with wireless computing (GaDOE, 2008, Wellings & Levine, 2009; Weston & Bain, 2010). Although the XYZ school district is making considerable progress in incorporating technological resources in the classroom effectively, there is still more work to do on leveraging (GaDOE, 2008) technology potential. The XYZ district provides teachers with Internet access, online subscriptions and...