Several scholars indicated that K–12 teachers are not skilled, and lack confidence needed to infuse technology effectively into the curriculum (Francis & Mishra, 2008; Harrison, & Wamakote, 2010; Teo, 2009; Weston & Bain, 2010). Teaching with technology is complex and the challenge of newer technologies (Koehler & Mishra, 2009; Ozek, Kesli, & Kocoglu, 2009; Weston & Bain, 2010; Hennessy). A number of K–12 schools across the US are under pressure to integrate diverse technology resources into the curriculum (Weston & Bain, 2010). With this in mind, the integration of wireless laptop technology is the latest initiative attempting to promote the use of wireless computing in classroom instruction (Skevakis, 2010; Weston & Bain, 2010).
According to numerous researchers, this available technology in the classroom enables teachers to differentiate their instructional practices through technology-based activities (Nagel, 2010; Glassett & Schrum, 2009; Hall, 2010; Ross, Morrison, & Lowther, 2010). Many of the Georgia K–12 schools participated in some exhilarating projects using technology-based instructional activities. The technology-based instructional activities occurred through the Center for Education Integrating Science, Mathematics, and Computing Network (Georgia Department of Education [GaDOE], 2008). Because of the budget crises, the supplies of up-to-date technological resources and teacher training have undergone major cuts over the last four years (Glassett & Schrum, 2009). An essential characteristic of technology in education is the continuous evolution of technological devices and the use of corresponding applications (Hall, 2010).
The GaDOE is taking tremendous strides toward developing perspectives in their teachers in which technology is not viewed as intrusive. GaDOE‘s essential focus in the instructional technology pedagogy entails weaving the latest technology tools into K–12 curriculums’ existing structures (GaDOE, 2008; Ross, Morrison, & Lowther, 2010; Johnson, Levine, Smith & Smythe). Empirical evidence, which supports the above statement, will be presented in chapter 3. Although K–12 schools possess some basic instructional technology resources purchased with government funding, many school systems lag behind on integrating the available technology, such as wireless laptops effectively in the classroom (Glassett & Schrum, 2009; Schrum, Shelley, & Miller, 2008; Wellings & Levine, 2009; Weston & Bain, 2010).
This study focuses on a rural public school districts’ lack of existing technology usage in the teaching-learning setting (Moore, 2009). Teachers and students have access to various technologies. Some of the available technologies are Inquiry-based, interactive, software management systems, shareware programs, learning networks, and wireless laptops (Skevakis, 2010; Zucker & King, 2009). Using these technological resources effectively in classrooms will require teachers’ technical literacy, attitudes,...