Vygotsky's (1978/1981) theory of social constructivism (SC) suggests that teachers can use an alternative teaching method by engaging students in a range of approaches and strategies. Vygotsky's SC approach reflects on creating a learning environment that allows students to negotiate meaning through learning by doing to facilitate wireless computing in the classroom (Woo and Lim, 2009). Educating teachers and contributing their personal perspectives on technology integration professional learning experiences are essential for constructive changes (So & Kim, 2009). Educating teachers and their perspectives through social constructivism (SC) theory can create opportunities to provide practical insights. learning and allows students to access e-books, study, review, search or explore through the SC concept (Zucker & King, 2009). Ryu, Parsons, Li, Sheng, and Javed (2009) found that the antidote to learning requires referencing prior knowledge to recent experiences, referencing different situations to similar past situations, and then incorporating what we learned from the past foundations. A foundation on which to build must first be established to construct the planned activities (Kundi & Nawaz, 2010). The social constructivism (SC) approach allows teachers to meet online, share ideas, prepare lesson plans and activities using different software (Moses, Khambari, & Luan, 2008). Dewey (1916/1997), Papert (1993/2000), Piaget (1932/1997) and Vygotsky (1978/1981), the theory of social constructivism (SC) illustrates that the teacher guides the learner during the process of learning rather than instructing it through traditional lecturers. Wellings and Levine (2009) established that technology literacy lies in the middle of paper ......s. Children, tweens, and teens naturally network with devices and interfaces that were not available a decade ago (Wellings & Levine, 2009). Wireless computing using laptops in teaching allows the teacher to take on the role of facilitator (Woo and Lim, 2009). Teaching with wireless laptops helps learners become self-reliant and transforms a passive learning environment into an active learning environment (Skevakis, 2010). As facilitators, teachers can ensure that their students' task performance occurs within appropriate social constructivism (SC). The SC approach places students as active participants in their learning process (Mileva, Simpson, & Thompson, 2008). Current research can help develop a plan and concept of the deliberate rate of wireless computing integration (So and Kim, 2009) through an OSN for K-12 teachers..