Some deployed class sets of the technology where devices were retained in the school and issued to students for particular lessons or purposes 2. Three models of ‘personalisation’ of the technology were found in the schools: 1. This report forms part of a developing longitudinal investigation that is seeking to achieve these larger objectives. We therefore do not attempt to draw comparisons between schools or report on the long-term impact of this pilot initiative regarding individual educational attainment or cohort assessment outcomes. Whilst this sample includes a wide range of variation in key factors likely to influence the adoption and successful use of mobile technology, it does not necessarily represent all schools across Scotland. The study took place between March and summer 2012 and the mobile technology used was the Apple iPad.1 The schools in the sample were selected via recommendations from their Local Authority. We report a case study of mobile technology adoption from eight individual educational locations in Scotland that differ significantly in terms of demographics, infrastructure, the approach of the Local Authority and readiness to implement the use of tablet technology for learning and teaching. Executive summary Key words: mobility, portability, access, training, data transfer, transformation, personal ownership This Report has been prepared by the Technology Enhanced Learning Research Group based in the Faculty of Education at the University of Hull.