Several scholars indicated that K–12 teachers are not skilled, and lack confidence needed to infuse technology effectively into the curriculum (Francis & Mishra, 2008; Hennessy, Harrison & Wamakote, 2010; 2010; Teo, 2009; Weston & Bain, 2010). Teaching with technology is complex and also the challenge of newer technologies (Hennessy, Harrison & Wamakote, 2010). A number of K–12 schools across the U.S. is under pressure to integrate diverse technology resources into the curriculum (Weston & Bain, 2010). The latest initiative to promote technology in classroom instruction is the integration of wireless computing (Skevakis, 2010; Weston & Bain, 2010). The intent of this initiative is to provide laptops for teacher-student use in and out the classroom (Morgan, 2009).
Despite the incorporation of wireless laptops in the technology infrastructure, this available technology is not effectively used at the XYZ’s rural school district instructional practice, which is under review (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).
Within the XXZ system, teachers-students have access to various technologies such as Inquiry-based programs, interactive software management systems, shareware programs, learning networks, and wireless laptops (Skevakis, 2010; Zucker & King, 2009).
Although most 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 in the classroom (Glassett & Schrum, 2009; Schrum, Shelley, & Miller, 2008). Each year many of the Georgia K–12 schools participate in a partnership project using technology-based instructional activities. In partnership with Georgia’s public schools the Center for Education Integrating Science, Mathematics, and Computing work annually, to enhance K-12 science, mathematics, and educational technology (Georgia Department of Education [GaDOE], 2008). The budget crisis has caused new technology resources and teacher training to undergo significant 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). In the state of Georgia, education leaders and policy-makers is seeking to help its teachers to view technology as unobtrusive. According to Schachter (2010), the ISTE (International Society of Technology in Education) just recently launched an interactive learning model for school systems and superintendents to play a prominent part in its process. This model would be one that education leaders and policy-makers could consider because it...