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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 training delivered a massive conventional teaching approach which can be incorporated to traditional pedagogy. The data collected based on the responses from a survey showed a changed in the attitudes with indicating that 89% of teacher trainer enjoyed the format of the course. While, 67% felt the course organized well; 73% found the lectures were informative. Ninety seven percent found online discussion helpful; 86% technology improved their technological skills; 70% would suggest the program to other educators. Stewart, Bachman and Babb (2009) study demonstrated a clear effect on altering the form of a promising future of prosperity along with the importance wireless technology usage in the instructional and, learning atmosphere through the strategy of social a constructivism (SC). According to Stewart, Bachman and Babb (2009) although, the online teacher training was successful, they were unable to establishing a relationship between teacher’s characteristics, online learning setting and the use of content. Hennessy, Harrison, and Wamakote (2010) stressed that online teacher training has the greatest effects on teachers’ attitudes, skills, and confidence needed to infuse technology in the classroom effectively. 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...
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