This paper analyses the experience of a teacher and her Year 6 class (10-11 year-olds) over a school year, while participating in a pilot project introducing Personal Digital Assistants as a learning tool. The intervention was initiated and supported by the local City Learning Centre, which was concerned with how best to use technologies for learning, and the teacher was prepared to take risks to learn how to use the technology and apply it within the national curriculum. This paper focuses on the roles the teacher played in designing, managing and mediating multi-modal approaches to teaching and learning, while meeting the curriculum requirements. Her creative approach was rewarded with high levels of student engagement, motivation and autonomy across the class, and higher than expected results in the national tests. (Contains 1 table and 1 figure.)