Over the past decade developments in computer technology have led to the emergence of low-cost high-powered portable computing devices, and improvements in the capabilities and operation of computer networks. A number of these developments should address some technical obstacles widely viewed as limiting the realization of the potential for computer technologies to support learning in schools. This paper reports on an ethnographic action research study designed to investigate the potential of the combination of wireless networking and portable computing at an Australian primary school. Data were collected about two classes of 11 and 12 year old students and the use of the technology in three extended projects. The wireless-portable technology was successfully implemented and supported the students' project work with no significant technical problems. This provides a model for other schools to consider as they implement computer support for learning.