Several scholars have indicated that primary and secondary school teachers are unqualified and lack the confidence to effectively integrate technology into the curriculum (Francis & Mishra, 2008; Harrison, & Wamakote, 2010; Teo, 2009 ; Weston and Bain, 2010). Teaching with technology is complex and represents the challenge of newer technologies (Koehler & Mishra, 2009; Ozek, Kesli, & Kocoglu, 2009; Weston & Bain, 2010; Hennessy). A number of K-12 schools in the United States are under pressure to integrate diverse technological resources into the curriculum (Weston & Bain, 2010). With this in mind, the integration of laptop wireless technology is the latest initiative attempting to promote the use of wireless computing in classroom teaching (Skevakis, 2010; Weston & Bain, 2010). According to numerous researchers, this technology available in the classroom allows teachers to differentiate their teaching practices through technology-based activities (Nagel, 2010; Glassett & Schrum, 2009; Hall, 2010; Ross, Morrison, & Lowther, 2010). Many of Georgia's K-12 schools have participated in some exciting projects using technology-based learning activities. Technology-based instructional activities occurred through the Center for Education Integrating Science, Mathematics, and Computing Network (Georgia Department of Education [GaDOE], 2008). Due to the budget crisis, the provision of updated technological resources and teacher training have suffered severe cuts over the past four years (Glassett & Schrum, 2009). An essential feature of technology in education is the continuous evolution of technological devices and the use of their applications (Hall, 2010). GaDOE is making great strides toward developing prospects in them...... middle of paper .... ..from this technology (Suhr, Hernandez, Grimes, & Warschauer, 2010). Some potential benefits are collaborative measures, improving teacher and student literacy, data-driven activities, managing interdisciplinary records, 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). concepts (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. The Teachers Attitude Scale (TAS) will be used to determine teachers' need for continuing education to incorporate wireless computing.