Over the past 15 years a significant number of students have had access to computer facilities of one kind or another at home. The ways in which they have learned to use these devices, and the uses to which they are put, are shaped more by personal experience and input from their peers than by their schools. The programs they use, the ways in which they learn and the work they create mean that the education system struggles to meet the demands and expectations of these young people. What follows, of course, is that those who do not have this technology at home are doubly disadvantaged if their schools and teachers cannot compensate.
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