G1:1 is a worldwide initiative for collaborative research that supports increased international sharing and coordination of Technology Enhanced Learning (TEL) . Currently, this extended network of research teams aims at promoting the rapid advancement of research-based understandings of Technology-enhanced learning that will provide the foundation and disseminate information for progressively extending its impact throughout the world.

This website builds upon the workshops associated with WMTE 2002, WMTE2004, WMTE2005, CSCL2005, mLearn2005 and more. Members have discussed TEL missions in panels in various international conferences.

When everyone was able to afford a pencil, it changed how one learnt. Similarly, when everyone could own a book, instead of sharing with others, it changed how people learnt deeply. The same will happen, if everyone owns a computing device.

In technology-enhanced learning (or 1:1) , every learner has a personal computing device that is mobile, wirelessly connected, and enables multimedia input and output. The ubiquitous wireless access and network bridge classrooms, homes and workplaces to allow learners to access digital resources at anytime and provide deeper opportunities for fieldwork, museum visits, and community projects. The 1:1 scenarios include learning individually, with another student or teacher, a small group, or a large online community, with possible involvement of teachers, mentors, parents, librarians, workplace professionals, and members of other supportive communities, at places such as classroom, campus, workplace, home, zoo, park, forest, and so forth. With 1:1 technology, the definition of a classroom is extended to include various learning scenarios with respect to people and space, enabling a learner to switch from one scenario to another scenario easily and instantly, that is, to learn seamlessly among these scenarios.

The fundamental infrastructures of education are being dramatically transformed with 1:1 technology together with other interactive media. Ultimately, with “everything on one device”, then learning, working, playing, shopping, and many other daily activities would occur on the same digital platform. Researchers must actively work to insure that these new infrastructures are designed in ways that support and enhance how learners can learn, work, and play in the knowledge society of the 21 st century.