In 2002 the members of the National Technology Leadership Initiative (NTLI) framed seven conclusions relating to handheld computers and ubiquitous computing in schools. While several of the conclusions are laudable efforts to increase research and professional development, the factual and conceptual bases for this document are seriously flawed. The NTLI members' failure to address market forces, teacher agency, and sociocultural influences on schools and instruction perpetuates harmful myths about educational computing and makes successful integration of handheld computers less likely. The author argues for a more realistic, holistic, and teacher-friendly approach.