A large amount of research existed in the field of technology in the classroom; however, almost all was focused on the impact of desktop computers and the infamous "school computer room". However, the activities in a classroom represent a multitude of behaviours and interventions, including personal dynamics, classroom management and size, classroom ergonomics, students' academic and socio-economic profile, etc. When technology is introduced into the classroom, it becomes one of the many classroom instruments within the grasp of educators and students, and credible researchers have indicated that isolating the impact of technology from the "human factor" in the classroom is a formidable challenge. The author cites a research published by "The Journal of Technology, Learning and Assessment" (JTLA) titled "The End of Techno-Critique: The Naked Truth about 1:1 Initiatives and Educational Change," which attempted to fully understand precisely what the "real expectation" was of technology use in the classroom. The JTLA article suggested that researchers are focusing on the trees rather than the forest. It reviewed a number of research studies on technology in the classroom, including a meta-analysis of previous research, and concluded that perhaps their greatest potential is "the creation of new-paradigm schools that are self organizing." As this article describes, creating a change "dynamic" in the classroom, where students become increasingly engaged in their learning, participating in the design of teaching strategies and assessments, does generate the elusive increase in student achievement.