ABSTRACT
In this chapter we examine the data from a two-year study of the impact of wireless technology on the students, teachers, and school curriculum of an alternative middle school in a Midwestern, mid-sized city in the United States. The middle school students (Grades 6-8) enrolled at Prairie Academy, as we will call it here, all shared a common history of struggle in school and yet, as we noted in a previous study (Dressman et al., 2005), the etiology of their struggles and the ways in which those struggles manifested themselves in their learning and social behavior varied quite widely and significantly.
