People frequently hear competing media and research claims about the educational value of new technologies. But too often it is not clear how, if at all, these technologies are supporting learning. And there is not enough attention paid to the challenges of trying to introduce these technologies successfully into an educational context. To what extent are the claims made about the benefits of technology-enhanced learning borne out in practice? The Capital (Curriculum and Pedagogy in Technology Assisted Learning) research project, carried out by the University of Nottingham and Sero Consulting, in association with Becta, from 2008 to 2010, sought to answer this question. The claims the authors examined related to three broad themes: (1) learning spaces and tools; (2) curriculum and assessment; and (3) education workforce training. Alongside these claims, the authors also considered cross-cutting strands such as infrastructure and inclusion. The government-funded Capital project sought to develop understanding of how technology can be most effectively adopted to support learners. The authors report on some of the project's findings and consider the implications for adult learning.