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This qualitative study takes a holistic approach to the effects of one-to-one computing initiatives on teachers in elementary and middle schools. Participants (N = 14) were asked about the entirety of their teaching (before, during, and after lessons). There are two major findings. First, a shift to learner-centered teaching is evident in one-to-one lessons, but the practice is bounded by existing classroom practices. Second, the realization of the benefits of learner-centered approach did not lead teachers to adopt it in other lessons. The findings suggest that a technology-driven approach to teaching does not result in meaningful change.