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This technology initiative provided every student with a district-owned laptop computer for use during the school year, both in the classroom and at home. In addition, all six district buildings are wireless environments.

The second phase of the program implementation included intensive and ongoing training of the faculty with the goal of integrating technology into all curricular areas. As a result of the faculty cross-curricular training, students receive instruction in the use of applications and resources in the context of the learning environment, rather than in isolation. In addition to content instruction, students simultaneously are able to expand their digital literacy, further develop curiosity and creativity, and benefit from the experience of teaming and collaboration with peers, both locally and internationally.

Community support for the initiative has been an important part of the successful implementation.

Such disappointments are the latest example of how technology is often embraced by philanthropists and political leaders as a quick fix, only to leave teachers flummoxed about how best to integrate the new gadgets into curriculums.

Last month, the United States Department of Education released a study showing no difference in academic achievement between students who used educational software programs for math and reading and those who did not.

a survey of district teachers and parents found that one-fifth of Matoaca students rarely or never used their laptops for learning.

Plus, the 1 to 1 solution that Apple proposed included comprehensive professional development. We knew this would be critical to the success of our program, and would otherwise have been an additional, major expense.

They’re especially excited because they know we’re behind them all the way.”