Over the next 10 years, we anticipate that personal, portable, wirelessly-networked technologies will become ubiquitous in the lives of learners-indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning (TEL), characterized by "seamless learning spaces" and marked by continuity of the learning experience across different scenarios (or environments), and emerging from the availability of one device or more per student ("one-to-one"). One-to-one TEL has the potential to "cross the chasm" from early adopters conducting isolated design studies to adoption-based research and widespread implementation, with the help of research and evaluation that gives attention to the digital divide and other potentially negative consequences of pervasive computing. We describe technology-enhanced learning and the affordances of one-to-one computing and outline a research agenda, including the risks and challenges of reaching scale. We reflect upon how this compares with prior patterns of technology innovation and diffusion. We also introduce a community, called "G1:1," that brings together leaders of major research laboratories and one-to-one TEL projects. We share a vision of global research, inviting other research groups to collaborate in ongoing activities.

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This paper reports the effects of game technology on student learning in mathematics as investigated in two data sets collected from slightly different subjects. In the first, 41 second graders (7 or 8 years old) from two classes used either a technology-based game or a paper-based game for 5 weeks. For the next 13 weeks, both classes used a technology-based game either two times per week, or more than three times per week. A quasi-experimental control-group design with repeated measures analysis of variance and analysis of covariance was employed to explore performance differences between groups. The second study examined student learning in relation to characteristics such as their game performance, attitudes toward the game and toward mathematics, and gender and ethnicity. During a 4-month period, 50 second grade students from three classes played a technology-based game under conditions that varied depending on their teacher's direction. Multiple regression was used to determine the relationship between students' arithmetic scores and learner characteristics. Descriptive analyses by ability level, gender and ethnicity, and interview data about attitudes toward the technology game were also analyzed. Results from the two studies revealed that using a technologybased game in the classroom was beneficial to students of all ability levels in learning arithmetic skills. Practitioner notesWhat is already known about this topic • Technology and games have yielded consistently positive results with regard to motivation, persistence, curiosity, attention and attitude toward learning. • The accessibility and flexibility of handheld devices can provide students with more integral and spontaneous opportunities to fully take advantage of "off-moments" from classroom activity to support learning. • There are insufficient data to validate the contribution of technology to student learning.What this paper adds• This paper provides evidence that game technology positively impacts elementary students' learning of arithmetic, regardless of ability level. • The paper proposes research-based design principles, generated from a literature review, to guide the development of individualized technology game environments to support student learning. • This paper suggests various research methodologies to provide empirical evidence of the impact of technology on academic achievement.Implications for practice and/or policy • To select appropriate games for target students, practitioners should consider the importance of clear goals and rules, flexible learner control and tasks at an appropriate level of challenge for the learner, with feedback provided. • Teachers are more likely to implement technology if learning goals meet state or federally mandated standards for which teachers are already accountable. • Identifying significant classroom variables (eg. teacher, student and classroom variables) is an important step in successfully implementing technology in educational settings. Further research is needed to understand how such varia...

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