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Implementing Technology Into Instructional Routines

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The theoretical framework, involves the works of Dewey (1916/1997), Papert (1993/2001), Piaget (1973), Vygotsky (1978) and Augustin & Huang, (2002). The use of social constructivism (SC) will play a pivotal role in building collaborative relationships between teachers and their students. In addition, this framework will also apply Swan and Dixon's (2006) teachers’ technology attitude scale (TAS) to determine wireless laptop training needs for K-12 teachers. As anticipated by the theory of social constructivism, technology into the classroom produces a network of social learning agents. Papert’s (1993) prediction of computers transforming education proves to be true with the demands placed K–12 schools to integrating technology in instructional practice. He argued that the fundamental concern of change for a number of educators is the tension between is the integration of technicalizing and non integration of technicalizing within the instructional practices. Thus, teachers must first develop some level intersubjectivety (Augustin & Huang, (2002) by understanding, accepting the technological demands, and develop strategies to use available technologies in their instructional routines.

Teachers need training to utilize wireless laptops technology, promote social interaction and reinforce students’ cognition skills effectively (Vygotsky, 1978; Georgia Department of Education, 2008). Therefore, the use of an instructional training method with established validity and noted premises will apply social constructivism to assist teacher with classroom technology integration. Through the concept of reality, knowledge, learning and intersubjectity of social meaning social constructivism will develop a guide to pedagogical training approa...

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...ucial role in their use of wireless laptop technology.

I plan to use the findings to establish the potential success that an online professional learning network would have on teachers’ attitudes towards technology (Cavas, et al., 2009; Swan & Dixon, 2006). To determine if an online support network is a warranted initiative, school officials can use the SC approaches and TAS model. Given these facts, the use of this survey can be a viable instrument to help progress the integration of technology within the classrooms and facilitate a community where professionals and educators meet to combine their knowledge of education using state standards (Collins & Halverson, 2009; Snider, 2009; Vrasidas, 2010) aligned to the available technology resources. Through training and practice, teachers will integration of wireless laptop technology in the classroom effectively.
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