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Introduction The technological age introduced a super highway for exploring new learning paradigms (Warger, EduServe, Dobbin, EDUCAUSE, 2009), and a structure where today's generations culturally connect to technology in ways unlike never before (Debozy and Pospisil, 2008). According to the (2007-2012) Georgia Department of Education (GaDOE) strategy, a primary challenge some educators are often confronted with is teaching with technology effectively and sufficient time for professional learning initiatives. Therefore, professional instruction is essential for teachers to learn to use available technology such as laptops. School leaders should think about adopting strategies that work without separating the two instructional criteria (Collins Weston & Bain, 2010) of conventional learning and engineering based instructions to address these problems. In particular, current research indicated considering the following three elements to promote pupils academic performances, boost rigor to introduce and reinforce engineering in the classroom: 1. Redesign the current program aligned to state standards, practice drills and apply problem based learning. Provide active atmosphere through wireless laptops to encourage active cooperation with developing solutions to situations which links to previous and newly improved comprehension. Train teachers to instruct pupils to use interactive concept maps, visualization simulation applications, and digital presentations. Conduct sessions to get ready for state mandated assessments. To meet the needs of diverse learning styles differentiate instructional practices through interactive applications, games and activities. 2. Evaluate pupil academic performance and give an innovative peerreviewed.