<?xml version="1.0" encoding="UTF-8"?><rss version="2.0"
	xmlns:content="http://purl.org/rss/1.0/modules/content/"
	xmlns:dc="http://purl.org/dc/elements/1.1/"
	xmlns:atom="http://www.w3.org/2005/Atom"
	xmlns:sy="http://purl.org/rss/1.0/modules/syndication/"
		>
<channel>
	<title>Comments on: The Best Classroom Computers</title>
	<atom:link href="http://www.kassblog.com/2010/07/the-best-classroom-computers/feed/" rel="self" type="application/rss+xml" />
	<link>http://www.kassblog.com/2010/07/the-best-classroom-computers/</link>
	<description>Teaching, Learning, and Technology</description>
	<lastBuildDate>Mon, 05 Dec 2011 20:03:18 +0000</lastBuildDate>
	<sy:updatePeriod>hourly</sy:updatePeriod>
	<sy:updateFrequency>1</sy:updateFrequency>
	<generator>http://wordpress.org/?v=389</generator>
	<item>
		<title>By: matt montagne</title>
		<link>http://www.kassblog.com/2010/07/the-best-classroom-computers/comment-page-1/#comment-1147</link>
		<dc:creator>matt montagne</dc:creator>
		<pubDate>Mon, 12 Jul 2010 15:54:15 +0000</pubDate>
		<guid isPermaLink="false">http://www.kassblog.com/?p=820#comment-1147</guid>
		<description>What you describe is pretty similar to our computing eco-system, Richard. Even as we prepare for 1:1 learning this fall, we still recognize the need for specialty desktops and a variety of other niche tools. I&#039;ve slowly learned the hard way that there will probably never be a tool that does it all-in reality, we&#039;re probably moving more toward a 1:2 or even 1:3 student to networked device ratio.</description>
		<content:encoded><![CDATA[<p>What you describe is pretty similar to our computing eco-system, Richard. Even as we prepare for 1:1 learning this fall, we still recognize the need for specialty desktops and a variety of other niche tools. I&#8217;ve slowly learned the hard way that there will probably never be a tool that does it all-in reality, we&#8217;re probably moving more toward a 1:2 or even 1:3 student to networked device ratio.</p>
]]></content:encoded>
	</item>
</channel>
</rss>

