But if that's so, it's also likely that the understanding and seeking have been at least partially emptied of specifics.
While the stakes for Maine--it's a small state in the largest national economy on earth--are significant but not epochal. If 1:1 computing fails there, well, at least _something_ positive will probably happen, even if it's only an increase in the number of computer technicians.
But 1:1 computing has rapidly--really rapidly, considering that Maine launched its program only in 2002--been adopted by developing countries. Driven partly by one of Papert's proteges, Nicolas Negroponte, 1:1 computing has made appearances in the education systems of Uruguay, Rwanda, Brazil, Ethiopia and elsewhere. The stakes in these countries, and the consequences of anything other than success, are much, much higher.
(At one point in 2004 I was hanging out with a bunch of kids in a village in Rwanda. I asked them if they wanted some soda, you know, Fanta or something. Most schools I've been to in Africa, soda lubricates interviews. These kids, though, would have none of it. "Could we have some meat, please?" School fees and uniforms and lost wages were all barriers to the participation in school of these kids. And yet education, literally mastering English if nothing else, held so much for them in terms of opportunity.)
Does "everyone" (who counts) in those countries understand and seek the same transformation? And if so, is it the same transformation as that sought by "everyone" (who counts) in Maine?