Students entering Steve Speier's Spanish class pull their personal laptops from their packs and begin preparing for the lesson. Some review Speier's board notes containing a combination of typed phrases and dozens of handdrawn vocabulary words saved as PDF files from his interactive white board Notebook program. Others don headphones and listen to audio files Speier recorded specifically for this class. A couple more are reviewing their recorded voice responses to several audio prompts for homework prior to submitting this for homework. All of this takes place on their personal laptops, accessing and sending these files from the centralized electronic course conference. In this article, the author examines four key areas where laptops and ubiquitous access to network resources affect the learning process: communication, organization, information, and production--using anecdotal evidence as well as results from the recent Laptop Program Survey.