81 Ornit Spektor-Levy, Keren Menashe, Esty Doron, Dafna Raviv Proceedings of the Chais conference on instructional technologies research 2010: Learning in the technological era Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri, Y. Yair (Eds.), Raanana: The Open University of Israel Learning with Personal Laptops in School: Benefits & Gains, Obstacles & Constraints – Following a Longitudinal Study Ornit Spektor-Levy School of Education Bar-Ilan University Levyo@mail.biu.ac.il Keren Menashe School of Education Bar-Ilan University icl_yam@netvision.net.il Esty Doron School of Education Bar-Ilan University estyd@zahav.net.il Dafna Raviv The Center for Educational Technology – CET DafnaR@cet.ac.il Abstract Despite the many ways in which computers can be distributed in schools, teachers' and students' reports still indicate that computers are used only part of time, and a small part at that. Around the world there is a dramatic increase in initiatives that provide laptops to students and teachers. Early research suggests several positive outcomes from 1:1 initiatives. This study explores these issues and describes an innovative project currently taking place in four schools: three elementary schools and one middle school – grades 5 th - 9 th . All students and all teachers were provided with laptops for class and home use. This longitudinal study focuses on how students use 1:1 laptops and what impact a personal laptop has on students learning and attitudes. The research data were collected through a mixture of qualitative and quantitative methods. Results indicate that students develop components of information literacy, learning abilities and motivation for learning over the three years of study. Students have mixed perceptions and concerns about the 1:1 setting. Our findings suggest that 1:1 computers have enriched students’ learning experiences and opened up more opportunities and possibilities. The findings of this research add unique and positive evidence to the growing body of research regarding ICT integration in school studies, and especially 1:1 models. Keywords: Ubiquitous computing, 1to1 laptop, ICT Introduction In recent decades access to computers in schools has increased. New reforms formulated new standards that reflect the overall goal of preparing students for the requirements of the 21st century knowledge-based society. Nowadays, educators are required to redefine educational goals and integrate technology into the school curriculum. However, teachers and students still report using computers in school only a fraction of the time each day. (Bebell, & Kay, 2009; Bebell, Russell, & O’Dwyer, 2004; Russell, Bebell, O’Dwyer, & O’Connor, 2003). The integration of technology in schools has evolved: From desk-top computers to laptops (1:1); from computers used in a specific lesson to computers used anytime anywhere (24/7), and so on. Despite the many ways in which computers can be distributed within schools (e.g., in labs, libraries, or on shared carts), many observers theorize that the disjuncture between the dramatic increase in the presence of computers in schools and the relatively unchanging degree of use is due in part to the fact that student-to-computer ratios have not yet reached the stage where the