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Paying a little more up front can increase the overall usefulness of the hardware investment.

While the process of moving from laptops to Tablet PCs varies from school to school, most implementations start by providing Tablet PCs to teachers. After the teachers have had a few months to get used to the new devices, Tablet PCs are provided to students as well.

Our goal is to take the good in the existing curriculum, throw out the unnecessary and outdated, add topics of relevancy for today’s students, and embed teaching the skills that today’s students need.

Using standards, research, learning theories and best practices, we are creating curricular goals and training plans for each department.

This means that they need to know things about the operating system, the tablet hardware, and the software tools they have at their disposal.

We are also trying to offer a summer speaker series that we hope faculty will find somewhat inspiring.

To assess the program, we are exploring ways to get baseline data. LOTI and some teaching survey’s made with Composica will be key components. We aren’t going to a 1-to-1 program to increase technology skills or use but because we think it’s a central ingredient in a 21st century learning environment and a necessary tool for the type of curriculum today’s students need.

In summary, the lessons I learned or had reiterated for me as I worked on the 1-to-1 plan are these: A personal learning network should be a requirement for all teachers. I’m increasingly drawn to the idea that it should be a requirement for our students as well. The training plan must be revised to ensure that faculty learn to create and maintain a network. Learning is non-linear. The more networked I become, the less linear things get. Ideas and plans exist in a state of constant revision. The rate at which ideas and information are generated is astounding. It requires a network to help filter and distill the information. Curriculum and Learning no longer have an endpoint, in part because of mass collaboration made possible by technology. The need to change is urgent. Our students' learning and futures depend on it.

m a constructivist point of view, all learning implies the transformation of information into knowledge, and this goes for teaching, too, in the modern – i.e. constructivist – sense of the word: Creating an adequate environment for learning.

OneNote is a very strong learning tool that may be completely personalized in accordance with to the users’ needs, not least their learning styles needs.

OneNote supports the auditory strength by allowing users to work with audio files. Whole lectures, group meetings, and also thoughts, ideas, brainwaves, can be recorded and stored for further processing, provided with relevant annotations (the latter as “sticky quotes” created through a mouse click on the OneNote icon in the notification area).

The use of text and all kinds of pictures obviously supports visual learners. OneNote contains many visual elements, and creative users can design their own as well.

Tactile learners benefit from the mere use of a computer and thus of course from the mere use of OneNote. Drawing, making audio or video recordings, scrolling, following links, etc. are important activities for tactile learners and strongly support their focus and their learning process.

Verbal learners often like to talk to themselves, and they may support this preference by using OneNote’s recording tool. Mentally, recording speech is more binding than saying words that just vanish into thin air; consequently, a recording has a much larger learning impact than mere speech that is not recorded.

The smooth interaction with other Microsoft Office applications (first of all, Outlook and Explorer) makes it easy to switch between tasks; furthermore, the program as such with its notebooks, sections, subsections, and many features gives the multitaskers fantastic opportunities to meet their individual needs.

OneNote supports the learners’ preferences whether they want to work alone, in pairs, in a peer groups, or teams, and whether or not they need to consult a person of authority while working and, finally, whether or not they prefer variation between these options,.