Four fifth-grade classrooms embarked on a modified ubiquitous computing initiative in the fall of 2003. Two 15-computer wireless laptop carts were shared among the four classrooms in an effort to integrate technology across the curriculum and affect change in student learning and teacher pedagogy. This initiative--in contrast to other one-to-one programmes and stationary labs--offers public schools alternatives to budget constraints and instructional-space overhead. Results indicate positive teacher technology competence and confidence, as well as instructional strategies that were student-centred made meaningful uses of technology. Teacher technological knowledge and efficacy, pedagogical knowledge, and a supportive school community seem to be strong indicators for impacting technology integration in this context.