Problem StatementOnly limited pre-experimental quantitative studies are available on the integration of wireless laptops into the curriculum of rural public schools in southeast Georgia (Moore, 2009 ). The research problem of this study will focus on some reasons why teachers do not use wireless laptops regularly. Available technology remains an unused resource as many teachers feel they are intensely interested in their pedagogy and question whether the 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, advancing the literacy development of teachers and students (Suhr, Hernandez, Grimes, & Warschauer, 2010), using tasks data-driven, administering cross-program routines, promoting explorations, and facilitating evaluations. Teachers can use wireless laptops to teach students how to generate and analyze their own data during inquiry-based learning (Kervin and Mantei, 2010; Skevakis, 2010). Students with access to wireless laptops also have additional supports to create products that demonstrate mastery of the concepts introduced (Zucker & King 2009). The problem that will be investigated here encompasses some of the reasons why teachers do not routinely use wireless laptops in their teaching practice. To determine teachers' continuing education needs to integrate wireless computing, the researcher will use TAS teachers' responses. Nature of the Study Teachers' overall attitudes towards adapting a set method with the application of wireless laptops in teaching practices hypoth... ... middle of article. ..... technological resources emotionally accessible in their teaching practices (Gruba, Clark, Ng & Wells, 2009; Koehler & Mishra, 2009; Phelps & Maddison, 2008; Shuler, 2009). To profile 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). Swan and Dixon (2006) used the TAS in their study to assess teachers’ technology perspectives. Thus, this research will help teachers use existing technology (Moore, 2009) while meeting state standards, expanding instructional content, and encouraging the integration of wireless laptops into classroom instruction (Skevakis, 2010). A more detailed discussion is in chapter 3.