There seem to be some misconceptions about (a) the New York Times article, (b) my comments in the New York Times article, and (c) the role of laptops in K-12 schools. I'll address each of these briefly in turn.
First, a number of people are taking the New York Times article as evidence that lots of schools are abandoning laptop programs. I've examined laptop programs across the country and haven't found that to be the case.
Rather, lots of districts are expanding laptop programs every year, and very small numbers of laptop programs are being scaled back--and almost always due to financial difficulties rather than questions about laptops' educational value. Indeed the New York Times reporter looked all over the country and couldn't come up with much beyond one school in New York (as an example of abandoning a program that wasn't meeting expectations.)
Second, as to my quotes, I was not suggesting that students do not learn with laptops, or that only privileged students learn with laptops, or that students only learn independently with laptops. I believe students of diverse levels learn a great deal with laptops, and that what they learn is very important, and that it place as part of classroom instruction, but that it just isn't measured well by today's standardized tests.
That's a problem with the tests (which are almost always done with paper and pencil over limited time, and focus on multiple choice questions or brief timed essays), rather than with technology-enhanced learning. Third, somebody brought up a reasonable point that computers may be valuable for education, but just not in classrooms.
That may (or may not) be true in a higher education settings, when students spend limited time in classrooms and do most of their serious work outside of class (and almost all have access to computers and high-speed Internet access for their out-of-class studies).
But in K-12 instruction, students are actually in classrooms for the strong majority of their weekly study time, and K-12 students have inconsistent access to computers and high-speed Internet access outside of class, so the relative value of computers inside the classroom changes.
All this refers to laptops in U.S. schools. I'll hold off commenting on the OLPC project for now.