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AbstractStep into many elementary classrooms and it's like stepping into a time warp. Classrooms look, feel and operate much the same as they did in the 1970s. While many teachers use computers to support children's learning in meaningful ways, most in-class use of computers is minimal and has changed little from the drill and practice and story writing models of the 1980s (Marcinkiewicz, 1994-95, Elliott, 1998). With information and communication technologies (ICTs) now so widely available in schools and the community, the possibilities for classroom adoption are ripe. Yet, few elementary school students' experiences of ICT, and especially in the early years of schooling, encapsulate the potential of the technology to enliven, enrich and individualise learning.