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Here is the kind of literacy that we tried to impart: • Every new technology will bite back. The more powerful its gifts, the more powerfully it can be abused. Look for its costs. • Technologies improve so fast you should postpone getting anything you need until the last second. Get comfortable with the fact that anything you buy is already obsolete. • Before you can master a device, program or invention, it will be superseded; you will always be a beginner. Get good at it. • Be suspicious of any technology that requires walls. If you can fix it, modify it or hack it yourself, that is a good sign. • The proper response to a stupid technology is to make a better one, just as the proper response to a stupid idea is not to outlaw it but to replace it with a better idea. • Every technology is biased by its embedded defaults: what does it assume? • Nobody has any idea of what a new invention will really be good for. The crucial question is, what happens when everyone has one? • The older the technology, the more likely it will continue to be useful. • Find the minimum amount of technology that will maximize your options.

The iPad project arose from day-to-day demands within the school. As Head of Computing, a dozen iMacs were fixed in Fraser's classroom, and a dozen MacBooks were available for booking; but with teachers increasingly wanting to provide pupils with web access, pressure and demand grew.

Apple's tablet dealt with every problem the school had with the iPod touch: it boasted a decent software keyboard and projector connection, and Apple made office apps available for sale. On importing his own iPad from the US, Fraser was sold: "On the first day, it ran and ran. I couldn't make the battery die, and I realised this alone would transform the technology experience in the classroom."

The school that gives every student an iPad

The more consistently you participate in online social media—such as by blogging, or tweeting, or leaving comments on websites—the higher your Klout score will be.