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). Many of the Georgia K–12 schools participated in some exhilarating projects using technology-based instructional activities. The technology-based instructional activities occurred through the Center for Education Integrating Science, Mathematics, and Computing Network (Georgia Department of Education [GaDOE], 2008). Because of the budget crises, the supplies of up-to-date technological resources and teacher training have undergone major 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).
The GaDOE is taking tremendous strides toward developing perspectives in thei...
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...from this technology (Suhr, Hernandez, Grimes, & Warschauer, 2010). Collaborative measures, advancing teacher-students’ literacy, data driven tasks, cross curriculum running records, promoting explorations, and facilitating assessments are some potential benefits. 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. The Teachers Attitude Scale (TAS) will be used to determine teachers’ need for ongoing training to incorporate wireless computing.
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- Nature of the Study Teachers' overall attitudes towards technology play a vital role in adopting a set method in determining how to instruct with wireless laptops (Kervin & Mantei, 2010). Alternatively, the way teachers perceive technology will hypothesize a key determinant of the nature of this quantitative, pre-experimental study. In this study, the reason why teachers do not routinely and effectively use available technology such as wireless laptops in K–12 classrooms will be examined. To take full advantage of technology, while reducing possible drawbacks, requires matching the technology with the learning objectives (Lee, 2010).... [tags: Education, Technology in the Classroom]
2361 words (6.7 pages)
- The theoretical framework will apply Swan and Dixon's (2006), Teachers’ Technology Attitude Scale (TAS), originally designed by McFarlane, Hoffman, and Green (1997), Evaluation of the Technology Attitude (EOTTA). Swan and Dixon revised the TAS to determine the extent of the relationship between teachers’ attitudes towards technology and level of application of technology in the instructional practice. According to the researchers, The TAS model played a crucial role in incorporating technology in the classroom through the use of math educational software applications.... [tags: Educational Technology, philosophy of education]
571 words (1.6 pages)
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- The lack of training, time, and support contributes to teachers’ attitudes or hesitation in using wireless technology for educational purposes (Gruba, Clark, Ng, & Wells, 2009; Koehler & Mishra, 2009; Phelps & Maddison, 2008; Shuler, 2009; Ursavas & Karal, 2009). In addition, a lack of teacher training also hampers the necessary shift from traditional basic skills, reviews, and daily fact drills to an atmosphere that encourages problem solving skills and research-oriented learning (Coppola, 2009).... [tags: Education Technology, EdTech]
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