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This paper explores two different schools' approaches to implementing an iPad program and a Netbook program to a year level of students. The aim of the study was to determine how these mobile devices were being used in the classroom and whether they enhanced teaching and learning. The experiences of students and parents were obtained through questionnaires and the teacher's reflections were obtained through interviews. The data were triangulated to determine how iPads and Netbooks were utilised in the classroom, and if there were any concerns about the use of each device. The research findings are presented in a thematic style, and provide an insight into how each device is used in a variety of subjects and at home. The paper concludes with some recommendations to inform school principals and leaders about the effectiveness of these devices as an educational tool. (Contains 1 table and 4 figures.)

Students learning in regional, rural and remote locations in Queensland are currently experiencing a "turn-off" in relation to school-based ICT in the first three years of high school. At the same time, students are experiencing increasing levels of interest and motivation from their use of ICT at home. Given the importance of ICT as an enabling factor in transforming pedagogy and bridging the barriers of distance, it is essential that educators connect with learners' experiences in order to devise strategies to ensure that students have increasing levels of engagement with ICT across the curriculum rather than the diminishing levels of satisfaction that are currently evident. This paper reports preliminary findings from the large study of Year 8, 9 and 10 students and focuses on data from students in regional, rural and remote schools (n = 629), which was extracted from the full dataset of 1,292. This research employed a case study approach using surveys, interviews and focus groups with students and teachers. This paper presents both quantitative and qualitative evidence indicating that home-based ICT usage was considered more interesting and preferred compared with school-based ICT usage. Explanations for why this trend is occurring will be discussed. (Contains 3 figures.)