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). The researcher will use a pre-experimental, quantitative study, which has a cross-sectional
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In addition, this study will apply quantitative measures to generate numeric quantifiable concrete analyses of the findings (Deeptee and Roshan, 2008; Leedy and Ormrod, 2010). This study attempts to distinguish a concrete analysis between the measurements found and the natural abilities of teachers using available technology during instruction. From those measurements and descriptions, the researcher will design an online support network as an instructional resource (Snider, 2009; Hennessy, Harrison & Wamakote, 2010). A professional learning network will assist K–12 teachers with integrating available technology effectively in the classroom. Access to professional learning resources will encourage teachers’ confidence through the use of available technology and help with any possible technophobia. Research Questions and Hypotheses
In this study, the proposed research question is:
Do teachers' attitudes towards technology, including their eagerness and curiosity to use it in their teaching, impact the integration of wireless laptops into their instructional practices?
The hypotheses are: H01: Teachers’ attitudes towards technology, including their eagerness and curiosity to use it in their teaching, do not impact the integration of wireless laptops into their instructional practices. HA1: Teachers’