Teaching with Technology

1500 Words6 Pages
Introduction 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 ... ... middle of paper ... ...tions or draft written texts (Warschauer, 2009). Many political leaders have suggested that supplying learners’ access to powerful technological computing tools may contribute greatly to long-term economic wealth (Bebell & Kay, 2010). Wireless computing can facilitate data driven tasks and cross curriculum running records (Warschauer, 2009). Zucker and King (2009) argued that the implementation of wireless computing can give students an edge by empowering them to use tools to create products that illustrate mastery of introduced concepts. To better assist teachers with obtaining the skills to implement these above strategies and approaches, the Technology Attitude Scale (TAS) will be the instrument used. The findings will help determine teachers’ need for ongoing professional learning initiatives to incorporate wireless laptops into their teaching practice.
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