This article presents data from a longitudinal study of the effects of providing teachers with personal laptop computers. It considers the role of teacher laptops in learning and teaching in three schools selected because technology was widely used there. Using multiple methods of data collection (observation in classrooms; interviews with teachers, leaders, and students; and document-come-file analysis), the authors investigated the conditions surrounding the infusion of the laptop into all aspects of teacher practice, including, critically, practice in the classroom. The examination of classroom practice illustrated how one computer came to act as a hub for a variety of other digital technology use. (Contains 1 table.)