Online Training and Support Stewart, Bachman, and Babb (2009) found that online teacher training provides a strong traditional teaching method, which can be incorporated into traditional pedagogy. Information gathered based on teacher evaluation responses showed a change in attitudes, indicating that 89% of teacher educators appreciated the course format. Research by Stewart, Bachman, and Babb showed that 67% of teachers felt the course was well organized. 73% of teachers thought the lessons were informative. 97% find online chat useful; 86% of technologists improved their technology skills; 70% would recommend the program to other teachers. Stewart, Bachman, and Babb's (2009) study demonstrated a clear impact on altering the structure of a promising future of prosperity along with the use of power wireless technology in the teaching and learning atmosphere. Stewart, Bachman and Babb (2009) established a relationship between teacher characteristics, online learning settings and content use. The development of an online network generates the need for a physical or virtual area that allows teachers to meet, communicate and learn about this new digital economy and the theories behind teaching with wireless computing (Ally, 2009). Teachers must be provided with training that allows for the exploration of different strategies and approaches that support a wide range of students' technological aptitudes, as well as professional and personal interests (Couros, 2010). Teacher Knowledge Education scholars have argued that teachers' knowledge of wireless laptop technology can assist in designing strategies and approaches that expose paper......half of paper......ve and creative applications of technology to advance the learning process. Additionally, Standard 5 promotes that teachers demonstrate leadership through a vision of technology infusion, contribute to decision making, community building, and expand the leadership and technology skills of others. Local, state, national, and global standards are essential to maximizing educational potential using innovative technological tools such as wireless laptops (Lee, 2010). As technological literacy offers teachers ways to engage students and foster constructive use of communication resources in the classroom, an innovative society of experiences is growing for students (Woo & Lim, 2009). The next section discusses the Georgia Department of Education's (GaDOE) plan to integrate technology with statewide goals for K-12 public school students (GADOE), 2008).