Problem Statement Only limited quantitative, pre-experimental studies are available on the integration of wireless laptops into the curriculum of rural public schools in southeast Georgia (Moore, 2009). The research problem in this study will focus on some reasons why teachers do not routinely use wireless laptops. Available technology remains an untapped resource because many teachers find that looking carefully at their pedagogy and asking whether existing curriculum is engaging enough to teach effectively with wireless laptops (Teo, 2009; Skevakis, 2010; Weston & Bain, 2010) . , teachers, students and stakeholders can benefit from this technology through collaborative measures, promoting teacher and student literacy development (Suhr, Hernandez, Grimes, & Warschauer, 2010), using data-driven activities, managing interdisciplinary paths, promoting explorations and facilitating evaluations. Teachers can use wireless laptops to teach students to generate and analyze their own data during inquiry-based learning (Kervin & Mantei, 2010; Skevakis, 2010). Students with access to wireless laptops also have additional tools to create products that illustrate mastery of the concepts introduced (Zucker & King 2009). The problem that will be studied here includes some of the reasons why teachers do not routinely use wireless laptops in their teaching practice. To determine teachers' need for ongoing training to incorporate wireless computing, the researcher will use teacher responses from the TAS. Nature of the Study The general attitude of teachers towards the adaptation of a pre-established method with the application of wireless laptops in teaching practices will hypothesize... ... half of the paper ...... the technological resources affectively accessible in their teaching practices (Gruba, Clark, Ng & Wells, 2009; Koehler & Mishra, 2009; Phelps & Maddison, 2008; To build a profile of how teachers perceive technology, researchers will use a survey based on Swan and Dixon ( 2006).This research will add to the body of literature of previous theoretical studies on the use of wireless technology in the classroom and studies using the Technology Attitude Scale (TAS). teachers' technological perspectives. Therefore, this research will assist teachers in using existing technology (Moore, 2009) following state standards, expanding instructional content, and encouraging the integration of wireless laptops into classroom teaching (Skevakis, 2010). ). A more detailed discussion can be found in the chapter 3.