Summarized from a TechLearning Article:

Based on extensive quantitative and qualitative research that included classroom observations, interviews, focus groups, and surveys.

Learning environments are transformed. Educators involved in laptop programs overwhelmingly promote collaborative learning and at the same time provide individualized instruction. This often means students and teachers move around more. Instead of staying put to do seatwork, students gather together to work on projects, which frees teachers to roam about the room helping those who have problems or need remediation.

Assessment techniques change. Teachers in laptop classrooms are more willing to assign presentations and multimedia products to students, and score them using customized, project-driven rubrics and even self-assessments.

Teachers look to a variety of sources for training. Professional development has shifted from one-time, all-purpose training to a model tailored to teachers' individual content area and pedagogical needs offered on an as-needed basis.

Mastery is no longer solely the province of technology gurus. In addition to consulting with students, laptop teachers tend to seek and offer advice to each other across grade levels and content areas, reducing the need to rely on training from outside sources.

Students are highly engaged. Like teachers, students also show improved technology skills and sophistication.

Productivity increases. Students develop better organizational skills because they now need them to keep track of what's on their computer and to accomplish complex project work in a timely manner.

Attitudes toward writing improve. In a recent survey measuring students' attitudes about writing, 76 percent of students said they enjoy writing more on the laptops than on paper; 80 percent indicated the laptops make it easier to rewrite and revise their writing; and 73 percent said they earn better grades for laptop work.