Scenarios:

Standard I:  Students and teachers discover that handheld computers assist them in personal productivity, both at school and at home.  Teachers carry their assessment tool and data just as easily as their wallets, making the data more accessible and dynamic.  Students take their handheld computers home, with assignment data and archived information necessary to complete those assignments.  Parents can also visibly see what their students are doing, providing another avenue for them to interact in their child's learning process.  Administrators use their archived data to quickly access and share and enter information at board meetings, parent meetings and staff meetings.  This might include scheduled meetings, meeting agendas and more.

Standard II:  Teachers promote greater student responsibility in learning and success.  Students "buy into" this tool in assisting them in organizing, storing, sharing, analyzing and comparing information.  Students easily adopt the handheld and use it to compile, archive and retrieve data whenever they need it.  Students become experts and often teach each other.  Teachers find that the mobility of handhelds allows them to teach in new ways and in new locations, unfettered by classroom walls.

Standard III:  Teachers find that the handheld allows their students to reflect.  Students tap several modalities of learning as they illustrate, journal and construct concept maps often as groups they share and demonstrate what they have learned.  Teachers have many cues their students are learning through the beaming and sharing processes.

Standard IV:  Portability and accessibility are ranked very high with educators as a positive outcome of handheld use.  Students gather in the hallway, at lunch or at their lockers to share information informally, as they teach each other new concepts.  Their teacher has an organized, electronic process to collect student assignments, evaluate and return ongoing feedback to students.  Students learn on their own, within the structure of a class activity or through their own informal networking.

Standard V:  The handheld has been used as a powerful productivity tool, allowing students to edit, add and reflect upon their work electronically.  There is no question that students, teachers and administrators rely heavily on their handhelds to support the many tasks and learning activities they perform during a normal school day.  All users seem to take pride in how heavily they incorporate their handheld in their daily lives.

Standard VI:  The handheld computer allows for equitable access to technology.  Students with learning disabilities find the handheld assists them in unique ways.  A student with Attention Deficit Disorder uses his handheld to focus his total attention upon learning and note taking, rather than bouncing off task so easily.  Most learners seem to benefit from using a handheld, since it is a tool one can customize.  As for equal access to the handheld, classrooms using them find that they can utilize technologies more readily, rather than competing for access to computers in labs and classrooms.