With thoughtful integration of technology, teachers are seeing large-scale change.

• With content available in so many different places, voices and forms, students are exposed to more multiple points of view.
• Teachers are able to evaluate content and make more decisions about the curriculum in constructive and collaborative ways.
• Students focus more on context and constructive, pro-active learning, rather than context memorization.
• These ways of learning result in internalized, personalized knowledge.
• Computer use is no longer just a reward, but an integral part of the learning and creating process.
• Students are using more up-to-date information that's available through technology. Otherwise current concepts and content might not be accessible.
• Students are developing better goal-setting and self-assessment skills.
• Access to technology outside of school shows up in improved student work, so teachers are encountering a new equity issue: balancing breadth vs. depth in terms of technology because some students don't have access outside school.

• Student attitude and motivation
• Choices and enthusiasm
• Demonstrated need for technology tools
• Interest in new types of content
• Performance-based measures
• Parent conferences
• Feedback from other teachers
• Quantifiable academic skills, especially presentations, communication, writing and reading
• Changes in quality and quantity of work
• Research skills
• On-task behavior
• Creativity and sophistication of work products

Teachers leading in technology have taken an aggressive approach to resources

• Erase the boundaries between school and community and put people to work
• Family and community nights are labor intensive, but help attract community support

Certain kinds of settings make technology adoption easier

• Having technology plan that addresses content development, curriculum alignment, and training issues helps assure success.
• A learner-centered curriculum allows students to take charge of exploration.
• An emphasis on project-based, active, interdisciplinary learning will flow over into higher student and teacher comfort.
• Learning to manage a multiple activity environment, especially when there is not enough equipment to go around, keeps technology use centered on the classroom instead of on the computer lab.
• Fluid use of resources rather than individual ownership.
• Support from administration: more than money; the academic freedom to test ideas.
• An antonym for isolation. Help is just an e-mail away. Fresh lesson plans, models or ideas are online.

Not one response mentioned 'technology experience.'

• Risk-taking and creativity
• Tenacity and passion - putting students first
• Confidence and resourcefulness
• Taking the initiative

• Open to change and willing to count students as a resource, teachers implement technology more quickly.
• Even in primary grades, students can become technical resources, allowing teachers to embrace technology tools they don't fully understand - while modeling the exploration process.
• Higher satisfaction with teaching. Classrooms come alive with fun and shared accomplishment.