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This puts me in mind of a theme I've been developing in various conversations and presentations over the last few months: that technology, pedagogy and curriculum each have influence on the other. If you're not able to modify your teaching methods or curriculum to take account of new technology, that's a barrier to getting the maximum utilisation out of these devices.

2) Mobile Assessment I have always found it difficult to circulate around my classroom and accurately record assessment of my students at work. Whether I scribbled stuff down in a duo tang, or on a prepared form, I never felt like it worked very well. The other day, as I was working in my Robotics/Technology option, I whipped up a quick Google Form with check boxes and specific criteria I was looking for. That, in addition to video of the students at work, made for easy assessment of their collaborative use of the technology provided to create a robot that could complete the assigned task

The truth is that the iPad is not destined to change the face of education. Nor is it just an expensive toy bought only by Apple fanboys, as some anti-Apple bloggers hyperbolize. It's a tool, like any other, and in the classroom it must always be thought of as being in the service of pedagogy. The pedagogical foundations must be solid, because the tool will achieve no heights the underlying pedagogy will not support