After our analysis of the Laptop program at Clemson University, it is apparent that, like many new programs, there are initial problems; however, the benefits found are believed to countervail and exceed those problems. First, it is understood that the cost to integrate the program permanently into the college would be high and that the source of such income is still uncertain, but the students are confident in its administration and know that such funding could be found and negotiated if they were inclined to do so.
We also understand that some professors may be hesitant to try this new teaching style, especially when its benefits are still uncertain. But in an era where computers are becoming the gateway of the future, it seems necessary for the generations of tomorrow be computer literate. And nothing provides a greater center for this than the classroom.
The fears or uncertainty that many faculty and staff may also have about the benefits of the program may be calmed when students say that the program does indeed promote learning. It may not be a type of knowledge easily measured by a standard test; however, observation can reveal the students� progress.