This research will be used to draw a conclusion on the question of whether or not 1:1 Computing is a benefit or drawback in the classroom, and if a benefit, what is its place in the classroom, is it a replacement or simply and enhancement. In a research paper for the Educational Endowment, Professor Steven Higgins analyzes and summarizes multiple studies from the last ten years on the topic of technology in the classroom and shares the conclusion that “In researched interventions, technology is best used as a supplement to normal teaching rather than as a replacement for it. This suggests some caution in the way in which technology is adopted or embedded in schools.” (Higgins, 4). This conclusion is an indicator that technology is best utilized as an enhancement to the classroom, as opposed to replacing the classroom. In the opinion piece on November Learning, Alan November argues that the use of 1:1 is most dependent not on the presence of the devices but how they are integrated and implemented in the classroom. “Unless clear goals across the curriculum—such as the use of math to solve real problems—are articulated at the outset, one-to-one computing becomes “spray and pray.”” (November, 2.2.1) His opinion is clear, a school district must have direction with the program if it is to succeed with the 1:1 initiative. 1:1 computing is a benefit to the classroom, however there needs to be clear communication to ensure that all administration and teachers are moving in the same direction.