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 &ump; 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 web-based, five point Likert-scale survey entitled the Technology Attitude Scale (TAS). The TAS will be administered to collect data during the course of this study. Subsequently, the TAS questionnaire is an adapted version of Swan and Dixon’s (2006) model. The results of the TAS will be analyzed using an experimental and non experimental sample to establish teachers’ attitudes about wireless technology in the instructional practice. The survey provides and shows the reliability of .92 and showed a proven validity tested through statistical analysis. Swan and Dixon (2006) used the TAS to examine any correlation between teachers’ attitudes towards technology and the use of such technology in their study. In this study, a convenience sample instead of a random sample of teachers in a rural southeast Georgia school district will be used because teachers are both accessible and willing to participate. Accessibility and willingness to participate are characteristics of a convenience sample (Leedy &ump; Ormrod, 2010). The use of a convenience sample also ensures that individuals who might be left out of a random sampling will be included; thereby avoiding a situation that creates unrepresented minorities (Smith &ump; Ganju, 2007; Straus, 2009). 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 &ump; 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’ attitudes towards technology, including their eagerness and curiosity to use it in their teaching, impacts the integration of wireless laptops into their instructional practices. Teachers’ attitudes towards technology, including their eagerness and curiosity to use it in their teaching, are the independent variable; impacts the integration of wireless laptops into their instructional practices is the dependent variable. Purpose of the Study
The purpose of this quantitative, pre-experimental study is to investigate whether XYZ rural public school system K–12 teachers are curious and eager to learn new technological skills. There are numerous...
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