The current orthodoxy regarding computer use in schools appears to be that one-to-one (1: 1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, inc; tiding individualised learning, collaborative environments, or constructivist pedagogics. This article challenges this notion, suggesting instead that 1: 2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1: 2 computing is preferable to 1: 1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11-to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations franz this research will assist school leaders in making informed decisions regarding 1: 1 and 1: 2 computing.
