This proposed quantitative, pre-experimental study evaluates best practices” to facilitate the advancement of technology for K–12 students aligned to cross curriculum strategies and activities through developing an online support network (OSN). Designing a teacher professional learning through curriculum integration strategies would precede wireless laptop classroom integration, create access for educators to share and plan new academic tasks collaboratively (Oliver, 2010). For instance, a study on OSN conducted by Stewart, Bachman and Babb (2009) promoted online teacher training technology through social constructivism (SC).
Stewart, Bachman and Babb (2009) found that online teacher ...view middle of the document...
However, effective change in teachers’ attitudes necessitates two central edicts using the social constructivism (SC) approach: First, teachers should be trained with wireless laptop technology. Second, the stakeholders need to make certain that all schools provide a purified setting according to Dewey’s SC philosophy. Providing a purified setting can ensure that teachers have the technological support system, and assistance to integrating wireless laptop technology effectively into their curriculum and instructional practices (Gritter, 2009).
According to So and Kim (2009), teacher training and a support system with integrating technology in the instructional practice should be structured in a holistic way so that they can see the connection. Through assessment based on a full deliberation of interrelationships between content, pedagogy, and technology, teachers can anticipate constructive sound effects of technology integrated task through student academic performances. Papert, Vygotsky, Dewey and Piaget’s social constructivism (SC) principles strongly suggests that teachers must be trained to add their knowledge on content, pedagogy, and wireless computing as one learning domain (So and Kim, 2009) (Nagel, 2010; Cavas et al., 2009; Shuler, 2009). Teachers’ role is essential in integrating wireless computing and meeting the demands that 21st century society places on upcoming generations.
Vygotsky’s, stance on social constructivism (SC) is that the teachers play a decisive role in a students' ability to acquire introduced skills effectively. Researchers such as Teo (2009) posited that for effective changes in today’s classrooms school system should train teachers to integrating technology in the instructional practice using diverse instructional approaches. Some teachers use technology for primarily presentation use while others facilitate students to use a different range of technological devices.
According to Toe (2009), for teachers to integrate technology devices within their instructional practice effectively are primarily influenced through their beliefs or perception about technology in education. In addition, Toe (2009) suggested that teachers who believe that students learn content better through teacher-guided instruction will most likely not apply much technology as added learning aids (Zucker &ump; King 2009). To help teachers to gain a proactive and change their beliefs requires adequate training (Teo, 2009). Training initiatives will help teachers acquire the skills to determine the best ways to use wireless technology (Glassett &ump; Schrum, Gruba, Clark, Ng, &ump; Wells, 2009; Koehler &ump; Mishra, 2009; Phelps &ump; Maddison, 2008; Shuler, 2009; Ursavas &ump; Karal, 2009) coupled with ensuring that the technology is functioning adequately in the learning setting.
Functioning technology and professional support provide a stronger effect on teacher beliefs and readiness (Zucker &ump; Hug, 2008)...