As information and communications technologies become ever more common in our schools, they open up new opportunities for learners and present new challenges for teachers. The use of personal laptops for teaching and learning is well established in schools, and in prospect they provide rich opportunities to extend and enhance the learning experience of pupils by offering seamless connection between school and home and flexible access to rich resources via the internet in support of independent, autonomous learning. However, experience suggests that many teachers find designing and delivering such learning experiences presents a challenge to their existing competencies and professionalism, and that the claims made for technologies are sometimes overstated or ignore very real practical difficulties which inhibit classroom use.This paper reports on the findings from an evaluation of The Highland Future Schools Project, supported by the Scottish Executive Education Department (SEED). This enabled two newly built secondary schools (remote and semi-remote) to provide a personal laptop for teachers in both schools and for pupils in one of the schools. The project also aimed to use ICT to raise achievement of school pupils and enhance school links with the wider community.The evaluation of the project was undertaken between May 2005 and September 2006. The evaluation aims were to identify the project's impact on: the use of ICT in developing and delivering greater learning and teaching opportunities for teachers, pupils and adult learners; attainment, achievement, attendance, motivation, school ethos, the learning and teaching environment; and in improving home-school and community links.The literature was reviewed prior to carrying out the study and was taken into account in the design of the methodology. Data were gathered by the following methods: teacher questionnaires and interviews; pupil questionnaires and interviews in small focus groups, local authority personnel and Headteacher interviews; and classroom observations.The data were analysed in terms of similarities and differences in the curricular areas and for the different stakeholders. The questionnaire data were analysed using SPSS and the qualitative data by NViVo software, for the latter the categories for analysis being guided by the data and research questions.The findings support other studies (BECTA 2004; Simpson & Payne 2004). The teachers were enthusiastic in their use of ICT for administration purposes and it aided their efficiency. However, the level of ICT use for teaching purposes varied. Teachers highlighted the potential of laptop/tablet PCs for pupils and the opportunity to create independent autonomous learners, but the use of ICT in classrooms was largely determined by the teachers. For the pupils there was enhanced motivation, engagement with learning and raised level of ICT skills. However, having to carry the machine around all day was seen as a disadvantage.Technical difficulties, for example the unreliability of the school systems, hampered the implementation of the project aims, but even with the technical difficulties satisfactorily resolved, the schools and some staff needed support to assist them in developing and embedding ICT into the curriculum. The constraints of the local authority governance systems hindered the aim of seamless home-school working for both teachers and pupils. We make recommendations to each group of stakeholders involved: local authorities, senior school management, teachers and pupils which could serve as useful guidelines for the successful use of laptop/tablet PCs in schools both in Europe and internationally. The paper thus has general interest and potential for impacting on policy makers and practitioners.BECTA (2004) What the research says about portable ICT devices in teaching and learning. 2nd edition http://www.becta.org.uk/research Cunningham, M., Kerr, K., McEune, R., Smith, P. and Harris, S. (2004) Laptops for Teachers - An Evaluation of the First year of the Initiative. http://publications.becta.org.uk Simpson, M. & Payne F. (2004) Evaluation of Personalised Laptop Provision in Schools. Insight 14. SEED, Victoria Quay, Edinburgh.national, European or international journal