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what we consider to be technology, is totally dependent on when it was introduced into our lives.

Rarely do we refer to it or even think about the car as technology, because it has always been with us.

Educators should not be so arrogant as to think they have the ability to decide whether or not kids can use these tools for learning. The kids do it with, or without adult permission. Any educator has the right to choose to live in a cave, however, they do not have the right to drag their students in there with them.

it is not because they had a 1-1 program in itself that made them so, but because they had a classroom culture of student inquiry, of research, collaboration, and on-line publishing, all of which were well supported by the laptops in students’ hands.

  “Laptop computers [would not be] technological tools; rather, [they would be] cognitive tools that are holistically integrated into the teaching and learning processes of their school.”

One of the best sections of this article speaks right to this, as it advocates schools to bring the students to the table: But it’s not just teachers who experts say must be involved in the 1-to-1 planning process—students should be, too.

but the learning objectives must come first and then the right online content, or tool to create the content, must be chosen to ensure the best fit to enable learners to achieve the required learning objectives. The

Terms like flipped lessons, flipped learning, or flipped thinking more clearly convey what "flipping" actually means. A teacher must carefully consider which lessons lend themselves to time-shifting direct instruction out of class—and which do not. A selective use of video where appropriate will provide students with a better learning experience than a blanket use of video when video is not the right tool.