Only limited quantitative, pre-experimental studies are available on integrating wireless computing through the use of wireless laptops into rural public school curriculums (Moore, 2009). The research problem in this study will focuses on some reasons teachers do not widely use wireless laptops (Skevakis, 2010) in the institutional and learning setting effectively. Available technology remains an unused resource because many teachers feel that viewing intensely at their pedagogy and inquiring whether the existing curriculum is engaging enough to teach with wireless laptops effectively (Teo, 2009; Skevakis, 2010; Weston & Bain, 2010).
By and large, teachers, students, and stakeholders can benefit from this technology through collaborative measures, advancing teacher-students’ literacy development (Suhr, Hernandez, Grimes, & Warschauer, 2010), using data driven tasks, administering cross curriculum running records, promoting explorations, and facilitating assessments. Teachers can use wireless laptops to teach students to generate and analyze their own data during inquiry learning (Kervin & Mantei, 2010; Skevakis, 2010). Students with access to wireless laptops also have added aids at hand for creating products that illustrate mastery of introduced concepts (Zucker & King 2009). To determine teachers’ need for ongoing training to incorporate wireless computing, I will use the teachers’ responses from the TAS.
Nature of the Study
Teachers' overall attitude toward adapting a set method with applying wireless laptops in the instructional practices will hypothesize a key determinant of the nature of this quantitative, pre-experimental study. In this study, the reason why teachers do not widely and effectively use available technology such as wireless laptops in K–12 classrooms will be examined. I will investigate whether the selected rural K–12 school district and teachers are curious and eager to learn new ways to incorporate wireless technology that provide additional teaching opportunities. The researcher will use a pre experimental, quantitative study, which has a cross-sectional web-based, five point Likert-scale survey entitled the Technology Attitude Scale (TAS).
The TAS will be administered to collect data during the course of this study. Subsequently, the TAS questionnaire is an adapted version of Swan and Dixon’s (2006) model. The results of the TAS will be analyzed using an experimental and non experimental sample to establish teachers’ attitudes about wireless technology in the instructional practice. The survey provides and shows the reliability of .92 and showed a proven validity tested through statistical analysis. Swan and Dixon (2006) used the TAS to examine any correlation between teachers’ attitudes towards technology and the use of such technology in their study. In this study a convenience sample instead of a random sample of teachers in a rural southeast Georgia...