Essay about Teachers' Attitudes Towards Wireless Technology

Essay about Teachers' Attitudes Towards Wireless Technology

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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). Within the past year, positive results of employing technology in education have led various governments to initiate programs to implement technology into schools (Demirci, 2009); traditionalists often waver when considering the possibilities offered through instructing with wireless laptop technology (Teo, 2009; Weston & Bain, 2010). Some critics and skeptics have overlook how interaction affects the learning process using wireless computing in the K–12 setting.
Surprisingly, more than a few educators perceive wireless computing with reservation which connects to the philosophy of “just as an individual’s knowledge affects his/her attitude toward an object, his/her knowledge is also influenced by his/her attitudes” (Tezci, 2010). Papert (1993-2000) suggested that educating students requires willfully changing the instructional practice and routines to integrate technology in K–12 curriculum through social constructivism (SC). The technological world has the prospective to enhance the outcome of teaching and learning (Ertmer & Ottenbreit-Leftwich, 2010) through wireless computing. Wireless computing builds collaborative relationships between teachers-students and peer-peer (Kundi & Nawaz, 2010; Weston & Bain, 2010) which conn...

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...oncluded that the data’s frequency wireless on laptop based on students’ behavior and students’ responses supports the inclusion of the existing LES model, while, the researchers suggested, to ascertain tangible validity more new elements may need to be included. Although, the population in Kay and Lauricella’s (2010) study were college and university student, K–12 students will inevitably be faced with working with technology in not only the higher education world, but also in the workforce. Therefore, teachers will need to be trained and empowered with facilitating technology aligned to cross curriculum strategies in: using basic information and technology skills on the K–12 level. Thereby, giving students an edge on the advancement of technology (Koehler & Mishra, 2009; Ozek, Kesli, & Kocoglu, 2009; Su Luan & Teo, 2009; Weston & Bain, 2010; Hennessy).

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