Adding on to Steve's post...
What's interesting to me about Indiana is how it is different than, say SLA. I mean, SLA is an example of what you can do when you start from scratch with great leadership, fresh, inspired teachers, students who want to be at the school, an excellent facility, etc., AND technology.
Indiana is an example of what can happen when you get the technology and the particulars of the funding and deployment strategies right, even if you have not preceeded that deployment with a systemic progressive reform of the school, comprehensive tech support and expensive professional development, etc.
That is, if and only if you get the technology and economics right, then it can become "not about the technology" and learning can become the focus.
We have gotten to the point where the conventional wisdom among educational technologists is that there is nothing about computers that tends to drive school reform, but that, in effect, school reform is necessary to support computer use. This is, I think, backwards, and the direct result of a series of technological choices which made sense at the time (hey, in 1996, I would have bought Windows too), but have been crippling in the longer run.
Indiana is an example of an alternative.