Technologies and Traditional Classroom Pedagogy

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Problem Statement

Only limited quantitative, pre-experimental studies are available on integrating wireless laptops into southeast Georgia’s rural public school curricular (Moore, 2009). The research problem in this study will focuses on some reasons teachers do not routinely use wireless laptops. 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). The problem that will be studied here encompasses some of the reasons why teachers do not routinely use wireless laptops in their instructional practice. To determine teachers’ need for ongoing training to incorporate wireless computing, the researcher will use the teachers’ responses from the TAS.

Nature of the Study

Teachers' overall attitudes toward adapting a set method with applying wireless laptops in the instructional practices will hypot...

... middle of paper ...

...he technology resources accessible affectively in their instructional practices (Gruba, Clark, Ng & Wells, 2009; Koehler & Mishra, 2009; Phelps & Maddison, 2008; Shuler, 2009). To construct a profile of the way teachers perceive technology, the researchers will use a survey based on Swan and Dixon's (2006). This research will add to the body of literature of prior theoretical studies of classroom wireless technology usage and studies using the Technology Attitude Scale (TAS). Swan and Dixon (2006) used the TAS in their study to assess teacher’s technology perspectives. Thus, this research will assist teachers with the use of an existing technology (Moore, 2009) while following state standards, expanding teaching content, and encouraging the integration of wireless laptops into classroom instruction (Skevakis, 2010). A more detailed discussion is in chapter 3.

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