Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

Learning with 1:1 digital devices



Teaching and learning with 1:1 devices involves every student having access to a digital device that can enhance and transform their learning.

Moving towards 1:1 devices requires a commitment from the whole school community, including families and whānau. A vital part of the process is ensuring that staff, students, and whānau have a shared understanding about the benefits of 1:1 devices.

The primary goal of implementing 1:1 devices is improved learner outcomes. The benefits of 1:1 devices include:

  • the ability for students to learn, create, share, and collaborate anywhere and at any time
  • enhanced opportunities for group and project-based learning within real-world contexts
  • being able to offer a wider range of personalised learning experiences that:
    • recognise diverse identities, languages, and cultures
    • meet the diverse needs of learners
  • flexibility when it comes to sharing student work, allowing students to get feedback and input from their peers and whānau as well as from their teachers
  • access to resources beyond the school walls, including experts and other people in the community.

These factors lead to increased student engagement, motivation, independence, task completion, and efficiency.

Principal Melissa Bell describes St Hilda's school vision and how it is supported and enabled by technology. Enabling students to learn anywhere at anytime and to work collaboratively both locally and globally improves learner outcomes. Involving parents in students’ learning has also been an important factor.

The use of 1:1 devices needs to align with your school’s vision and strategic goals, and it’s important to have an e-learning strategy in place before you start planning your 1:1 devices strategy.

An e-learning strategy needs to be in place before you start planning your 1:1 devices strategy.

If your school doesn’t already have an e-learning strategy, use the Strategic Thinking Roadmap along with the e-Learning Planning Framework to review and plan for ways that digital devices are:

  • integrated into your school vision
  • reflected in your strategic direction and policy
  • introduced and used in a sustainable way.

Once your e-learning strategy is understood and supported by the school community, you’re ready to start planning for 1:1 devices.

1:1 programmes only succeed if teachers are willing and able to change their practice. To do this, teachers need to understand the why of 1:1 devices as well as how to use them effectively.

In this video, educational consultant, Julia Atkin discusses the process of leading e-learning in a school. She explains the importance of creating a shared vision, that reflects the competencies students need to develop, and the importance of identifying the learning needs of staff to ensure the vision can be realised. Although the focus of the video is on e-learning in a more general sense, the content is entirely applicable to the process of implementing 1:1 devices.

Questions to consider

The following questions support teachers to explore ways that 1:1 devices can develop confident, capable, lifelong learners:

  • How can 1:1 devices be used to personalise and differentiate learning?
  • What essential skills do we want students to develop and how can 1:1 devices support this?
  • What could I do in my classes with 1:1 devices that I couldn’t do without them?
  • How can 1:1 devices support students to learn in relevant, real-world 21st century contexts?
  • What are some potential barriers to successful 1:1 device implementation and what can we do about these?
  • What changes will I need to make to my teaching practice and what support do I need to make these changes?

Wairakei School principal Shane Buckner discusses why the school adopted a BYOD approach to enable their children to become connected, capable learners, using 1:1 devices to personalise learning.

The principal of Mahurangi Christian School talks about the shift from a teacher-centred approach to a student-centred approach supported by 1:1 iPads.

Before introducing 1:1 devices, parents and caregivers need multiple opportunities to contribute, raise questions, and build their understanding of how 1:1 devices will be used at school and at home.

Holy Cross School is very multicultural community. Kathy Moy-Low explains how the staff have consulted with, and engaged, the parent community in e-learning. One of their initiatives is after school parent technology sessions, which are run once a month. In this video clip, parents explain how their own confidence with technology has grown and their engagement with their children’s learning has increased.

Discussions to have with parents and whānau

Initial engagements with parents and whānau may include discussions about:

  • how parents/caregivers feel about the overall direction of using 1:1 devices
  • what the financial and practical implications might be for families and whānau
  • support parents can provide
  • what concerns need to be addressed to make things work well.

When initial consultation is completed and analysed, plan how you will:

  • use the resources already available in your community
  • address community concerns.

Parents from Wairakei School describe the benefits of their children being in a BYOD class including increased motivation, improvements to learning, and greater independence. Parents value being able to better support their children and see their progress more readily.

Frequently asked questions (FAQs)

Providing answers to frequently asked questions (FAQs) can ease the transition to 1:1 devices. These can be distributed to the school community and made available on the school website. Common questions are around:

Examples of school FAQs

Michael Williams, principal of Pakuranga College, shares the importance of being able to articulate why you are using digital devices, and how they improve teaching and learning. He also explains the usefulness of a staged approach to 1:1 devices, learning from pilot groups while working towards school-wide implementation.

Planning: People and policies

Introducing 1:1 devices requires extensive planning, communication, and ongoing evaluation. It’s important to involve students, teachers, and the wider school community throughout the process, responding to people's needs at each stage.

Some schools implementing 1:1 devices choose to work together to support each other and share resources.

This BYOD and 1:1 preparedness checklist provides an overview of planning and implementation steps related to:

  • community engagement
  • teaching and learning
  • policies and documentation
  • support
  • infrastructure.

Using 1:1 devices opens up worlds of possibilities in terms of new learning experiences, but it also presents challenges in terms of cyber-safety and digital citizenship. Policies and acceptable use agreements, along with conversations about cyber-safety, help students to develop the strategies and awareness they need to keep themselves and others safe in online spaces.

The planning stage of creating a safe online learning environment involves:

  • developing policies about ways that 1:1 devices will be used in the classroom and at home
  • creating processes and policies to manage online behaviour and to respond to any incidents
  • developing a shared understanding of safe, responsible, and ethical online behaviours.

Sean Lyons, Development Manager from NetSafe, discusses the concept of digital citizenship and how it fits into the National Curriculum. He explains that the focus of cyber-safety has expanded beyond policies and procedures to include discussion, action, and teachable moments in the classroom. Students need to build skills and knowledge to effectively manage cyber challenges themselves to become confident and successful digital citizens.

Acceptable use policies

An acceptable use policy (AUP) is a set of rules and agreements that guide and govern how devices and the internet are used at school, with a focus on digital citizenship, cyber-safety, and privacy. AUPs support students to be aware of their rights, responsibilities, and privileges. This is particularly important when students have internet access that isn't managed or filtered by the school, for example, 3G/4G cellular internet connections and free local wifi networks. Co-constructing AUPs with students and the wider school community is a great way to bring everyone on board with how to participate in online spaces safely.

AUPs need to include processes for addressing inappropriate use of devices or the internet. The Ministry of Education’s digital technology guide for schools explains teachers’ legal rights when dealing with digital devices. It also provides general guidance about the best ways to manage digital devices and create a safe school environment.

NetSafe Kit for Schools

The NetSafe Kit for Schools  is a comprehensive set of tools and resources that help schools and educators create and manage a safe online environment. All of the resources in the kit are free for schools.

More information on digital citizenship and cyber-safety »

VLN Community discussions

Professional learning and development

Teacher expertise, confidence, and enthusiasm all play an important role in the successful use of 1:1 devices. With rapid technological changes and an ever-developing range of resources and applications, teachers need many and varied opportunities to develop their e-learning capabilities.

e-Learning coordinator, Allistair Williamson, explains the processes a school used to support the successful use of BYOD in the classroom, including professional development of staff.

Teachers can receive professional development through:

  • self-paced online learning
  • demonstrations at staff meetings
  • off-site workshops
  • in-class shadowing/mentoring
  • blogs
  • question and answer sessions
  • peer support.

The e-Learning Planning Framework (eLPF) helps teachers to reflect on, and evaluate, their e-learning capabilities. The eLPF supports regular self-review and subsequent improvement of e-learning skills and knowledge in ways that reflect our bicultural heritage within a multicultural context.

The framework provides schools and teachers with:

  • a self-review tool for schools to gather evidence about practice
  • a "road map" for building e-learning capability
  • a tool to evaluate the effectiveness of e-learning programmes
  • resources and services to support schools as they build their e-learning capabilities.

Teacher inquiry

Teaching as inquiry is an approach to teaching that involves teachers critically analysing and adapting their teaching practices in order to improve learner outcomes.

Communities of inquiry provide a framework for teachers to:

  • share ways that they are using 1:1 devices, including what is going well and not so well
  • problem solve together
  • monitor the effect of the changes they are making to their practice.

It can be helpful for each group to include a technology mentor. Students can also be part of communities of inquiry.

Deputy principal, Vicki Trainor, explains why teacher inquiry was a useful framework for teachers deepening their understanding of, and confidence with, e-learning tools. Through the inquiry process teachers moved from an initial focus on student engagement to a more critical evaluation of student outcomes.

More information on teacher inquiry »

Professional learning communities

The Virtual Learning Network (VLN) is an online professional learning community for New Zealand teachers and school leaders to discuss and share their practice. The Enabling e-Learning community has several sub-groups that support teachers to use digital devices to enhance learning. Useful groups include:

Like any teaching and learning programme, the success of 1:1 device programmes need to be regularly evaluated.

Key questions include:

  • What baseline measures will you gather before implementing 1:1 devices?
  • What data or qualitative information will you collect during the implementation phase and after?
  • What are your success indicators?
  • How will you share the information you gather with the wider school community, including families and whānau?

The Substitution Augmentation Modification Redefinition (SAMR) model

The Substitution Augmentation Modification Redefinition (SAMR) model is a framework that teachers can use to assess and evaluate how they are using 1:1 devices and specific software applications in their classrooms.

Developed by Dr. Ruben Puentedura, the model shows a progression that adopters of educational technology often follow as they progress through different stages of teaching and learning with technology.

As teachers move along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning.

Ben Britton, lead teacher ICT at Wellington High School, discusses how teachers use the SAMR model to evaluate and plan for effective use of technologies in the classroom. He explains the process of trial and error that they went through and how they experimented with the SAMR model to find what worked best for them.

Teacher inquiry – SAMR  provides more information and examples of ways that teachers are using the SAMR-model.

BYOD trial at Wairakei School

Wairakei School trialed BYOD with a Year 5/6 class in 2014. The trial was focused on developing a Universal Design for Learning (UDL) approach supported by digital technologies. By creating an inclusive classroom environment with personalised learning to cater for all students, including those with special learning needs and ensuring the learning programme was successful for them, the needs of all students were met.

Prior to beginning the trial e-learning leader, Kate Friedwald and principal, Shane Buckner:

  • researched different schools BYOD approaches
  • ensured the school infrastructure could support 1-1 devices
  • consulted with, and engaged with, parents.

Wairakei School principal, Shane Buckner discusses why the school adopted a BYOD approach to enable their children to become connected, capable learners, using one-to-one devices to personalise learning.

Wairakei School's process for setting up and carrying out the trial is described in this series of videos,

Evidence gathered at the conclusion of the trial showed, all the students felt that:

  • their enthusiasm and their desire to learn had improved
  • they were more in charge of their own learning
  • they’d become more independent
  • their writing has improved and they enjoyed it more
  • they are getting a lot more use from their iPads and were saving time not having to save to the server or get the same iPad the next day
  • their iPad was a learning tool.

Planning and resourcing for using technologies  
This enabling e-learning webpage provides discussion starters, practical steps, and school stories that can be used in conjunction with the e-Learning Planning Framework to help you evaluate existing school systems and plan for successful implementation of 1:1 devices.

BYOD Preparedness Checklist  

Use this checklist to reflect on your school’s readiness for implementing Bring Your Own Device (BYOD) or 1:1 devices owned by either learners or school.

Planning for and managing 1:1 digital devices in your school  

This guide offers schools starting points and a brief roadmap to support planning for, and managing, a 1:1 digital programme.

e-Learning planning framework  

This section contains the e-Learning Planning Framework (eLPF) along with supporting information and resources. 

Preparing your school for BYOD  

This webinar explores how to approach Bring Your Own Device (BYOD). Topics covered include: device choices, community involvement, and device management. The webinar also includes a short panel discussion with representatives from the Ministry and N4L and presentations from Churton Park School (Wellington) and Mount Aspiring College (Wanaka).

EDtalks BYOD  

A series of videos from teachers and educators explaining different aspects of introducing BYOD into schools.

Further information and examples on leading e-learning »
Digital citizens

Devices and software

This section provides advice on how to choose which device(s) students will use, approaches to ensuring every student has access to a device, and software and licensing considerations. Information on funding has been woven throughout each section. Note that funding of 1:1 devices needs to include ongoing costs such as insurance and repair as well as the cost of the devices themselves.

Choosing which device(s) students will be using involves having a clear idea about how they will be used by teachers and students, including how this differs across year groups and subject areas.

As you investigate devices and device management, consider:

  • the minimum device requirements needed for effective classroom learning
  • the devices and platforms contributing schools are using
  • which applications students and teachers will be using
  • ways to manage software licensing and updates
  • ways to store and charge devices
  • the ICT support required for students and teachers
  • security, anti-virus, and privacy measures
  • insurance and extended warranty/indemnity cover and who will pay for this.
More information »

Deputy principal, Dominic Killalea, discusses why Wellington High School encouraged students to bring the device they use at home to school. The school has a minimum set of specifications for purchasing a device, which are updated annually.

Identify the pros and cons of different devices by:

  • consulting a wide range of people including staff from other schools and e-learning experts
  • trialling different equipment with staff and students. A small outlay at this stage may save you in the long run
  • asking experts in the field to show you what devices can do.

Staff at St Hilda's Collegiate explain the process they went through to select the 1:1 device they are currently using. This involved:

  • identifying their needs
  • visiting other schools
  • trialling different equipment with staff and students
  • looking at costs and servicing.

Some schools choose to lease or purchase devices that can be used by all learners and teachers. Ideally, students will be able to take their allocated device home to promote learning beyond the classroom.


Advantages of school-provided devices include:

  • equitable access to a device for every student
  • greater ability to configure, supervise, and maintain devices
  • uniformity of systems and software, providing a standard experience for users and less complexity for teachers and IT support staff
  • access to bulk buying discounts, for example, using all of Government procurement
  • guaranteed device insurance and indemnity (repair) coverage, with the potential for better terms compared with individual policies
  • the ability to lease or buy devices and plan for technology updates to suit the school's Asset Management Plan.


Some disadvantages are:

  • greater funding is required from the school (but could be supplemented with community contributions)
  • greater responsibility and time for the school in terms of device procurement, licensing, fleet management and support
  • students may not take as much care of the devices they haven’t paid for, leading to higher device repair/replacement costs
  • families may prefer students to use the same devices as the ones they have at home
  • if devices are only used at school, learning opportunities are not extended beyond the classroom.

Funding school-owned devices

Initial capital investment may be able to be funded from savings, charitable grants, community fundraising, parent contributions, partnerships, or top-up grants under your school property plan.

All-of-Government procurement

Schools can save time, effort, and money by making use of all-of-government procurement processes. The government uses the power of collective purchasing to secure good deals.

Schools can purchase desktops, laptops, and tablets from a choice of six suppliers that offer Windows, Android, and Apple-based solutions. Nominated Third Party Agents can purchase and service equipment on your behalf.

Schools can also purchase mobile, voice and data services, and print devices, with estimated savings of 15–40%.

Collective purchasing

Working with other schools to collectively purchase goods and services can save you time, money, and duplication of effort. Purchasing as a group can increase your bargaining power and standardise the quality of goods and services. You can also share the procurement workload.

For guidance, examples, and templates see collective purchasing .

Bundled Services Tool

The Bundled Services Tool helps schools and early learning providers to form a group to work together across administration and operational tasks. The money saved by sharing resources can help to cover the costs of hardware or other IT-related expenses.

Lease versus purchase

This VLN discussion explores the benefits of schools leasing or buying computers.

Some schools ask students to bring their own digital device (BYOD). The two options are:

  • parents/students purchase a device specified from a school list or to meet school specifications
  • students bring a device of their choice.

Some schools partner with parents to purchase specified devices using a payment plan.

What if a family or whānau can’t afford a suitable digital device?

Not all families can afford to buy a digital device for their child. The Education Act 1989 gives all students in Aotearoa New Zealand the right to a free education. This means that students can’t be denied access to learning opportunities because they do not have the recommended equipment. (This 2018 Ministry of Education bulletin provides more information).

Equity issues can be addressed by schools providing a number of devices for students to use for the day, or by setting up a lease-to-own arrangement for students. For example, families within the Manaiakalani Schools (a community of collaborating schools) can choose to pay $3.50 per week over three years to purchase the device their child is using. See Partners and supporters  for information on the organisations partnering with this cluster.


Some advantages of student-provided devices are:

  • students take better care of their devices when they own them, reducing the need for repairs
  • families may not need to spend additional money if a students' existing device can be used
  • students/families have more say in the device/expenditure that meets their needs
  • devices can be used outside of school, extending learning opportunities
  • greater ability for students to personalise their devices to meet their needs.


Some disadvantages are:

  • some families can’t afford devices, creating equity issues
  • inequities between what students’ devices can do, depending on whether the school specifies types of devices/minimum requirements
  • potentially greater variation in operating environments and applications, creating more complexity for teachers and IT administrators
  • less ability for the school to configure, supervise, and maintain devices, potentially creating internet safety and network security issues
  • less consistency in device insurance and repair arrangements, leading to device breakages/increased requirement for loaned devices.

Some school communities are working in partnerships that use a separate legal entity, such as a trust, to fund or lease digital devices and online learning resources. The partnership may source funding and bulk-buying discounts to provide families with more affordable devices and support. Parents can contribute an ongoing sum to pay for the device and/or internet connection at home.

Debt financing

Under the Crown Entities Act and Education Act, school boards can only enter into certain types of securities. The two main types of securities are:

  1. debt securities
  2. equity securities.

In general terms, a debt security is a right to be paid money that has been lent to someone else. Schools can only acquire debt securities through other approved New Zealand financial institutions and public securities. This means that schools cannot lend money to the school community or establish a school-run device hire purchase scheme.


Some advantages of community partnership funding are:

  • increased equity and affordability, as costs can be shared by the school, parents, and partners
  • potentially better pricing and terms due to bulk buying
  • greater impacts when the partnership includes wider community initiatives (for example, internet access at home)
  • the trust model mitigates legal issues for school around debt financing or re-selling devices
  • greater consistency in device insurance and repair arrangements (when this is part of the scheme), leading to less downtime around device breakages/reduced requirement for loan devices.


Some disadvantages are:

  • complexities/time/cost involved in setting-up the partnership if it doesn’t already exist
  • ongoing resource commitment and need for expertise in managing a financing/device leasing programme, possibly outside the school's field of expertise
  • greater responsibility and time involved in device procurement, licensing, fleet management, and support
  • likelihood of repayment defaults (possibly 15–25%) means that money will be needed to underwrite the ongoing losses
  • user choice may be limited if the partnership involves a lock-in to a particular technology provider.

Schools use a range of learning management systems, student management systems, e-portfolios, school portals, blogging, and social media tools. These tools:

  • make it easier for students to share their work with their peers, teachers, and whānau
  • make it easier for teachers (and others) to provide feedback on students’ work
  • enhance communication within the school community.

Browser and cloud-based applications provide universal access and more equitable user experience. Many vendors, including Apple, Google, and Microsoft, provide free cloud-based applications and storage for education. Software for student devices and student device access to school servers is available under the Ministry of Education’s agreement with Microsoft.

Mobile device management software

Mobile device management (MDM) software can be used to help manage iBook and app deployment, software licensing and updating, device settings and network access. You may find that as the number of student devices accessing your school network grows beyond 20–50, the time and complexity of managing the devices warrants an MDM solution. While some MDM providers offer their software to schools at no cost, many charge a "per user" license fee.

Choosing applications

The applications schools choose for devices need to be based on the teaching and learning experiences that take place in the classroom. Volume purchasing programmes can provide substantial discounts for buying in bulk. Consider the features of "free" applications versus paid applications, including any data you have to provide when using free apps.


Successful 1:1 device programmes require sustained investment that goes beyond the devices alone. Funding may be needed for:

  • the physical learning environment
  • IT infrastructure and support
  • insurance
  • device replacement and repairs
  • software licensing
  • digital resource and curriculum development
  • professional development.

There can also be a considerable investment of time.

Operational costs

Ongoing operational costs could be spread across the budget, in areas such as:

  • ICT
  • curriculum development
  • textbook/learning resources
  • facilities maintenance.


Technical support and infrastructure

The IT infrastructure that supports the use of digital devices at school is just as important as the devices students will be using.

Your school’s internal network and internet connection will impact on:

  • the cost of using 1:1 devices
  • the ease of use of devices, including their speed, reliability, and security
  • the ease of administering of 1:1 digital device programmes.

1:1 digital device programmes need a wireless network that provides adequate coverage, speed, and capacity for high concentrations of devices in small areas that are accessing digital resources simultaneously.

Guide to reviewing your school’s technical infrastructure  – provides information to help you identify the strengths and weaknesses of your existing ICT infrastructure.

IT infrastructure considerations

Aspects of IT infrastructure that need to be considered include:

  • scalability (current and future number of users, bandwidth requirements)
  • power requirements (device charging policy and facilities, power consumption, alternative energy sources)
  • internet providers (the N4L managed network provides all schools with fast, predictable access to the internet through a Government funded connection)
  • server infrastructure and capacity (on-premise servers/hybrid/cloud-based storage and network management)
  • security (network security controls, filtering and firewalls , identity and access management, data protection and recovery, device storage, building security). Note that N4L provides firewalls and filters free of charge as part of its Managed Network connection
  • access to school resources (printers, photocopiers, presentation equipment, shared drives, subscription-based catalogues, school portal/SMS, email)
  • network and mobile device management software (application/i-book licensing, software deployment and management, device controls, network administration, and reporting).

Dominic Killalea, deputy principal at Wellington High School, outlines key considerations when setting up the infrastructure needed to support reliable access and connectivity.

Systems manager, Alistair Montgomery describes ways students at St Hilda’s Collegiate School are supported to manage the limited battery life of some devices.

The cloud refers to a service, infrastructure, or application that is hosted on a third-party virtual machine or data centre that can be accessed via the internet. By storing data in the cloud or using cloud-based applications, you can decrease hardware and software demands because you no longer need large servers to store data. Using cloud based applications such as Google Apps and storing data in the cloud means students and teachers have anywhere, anytime access to content via the internet. 

Finding safe and secure ways to store digital devices can be challenging, especially when space is already an issue.

Groups of teachers share how they manage device storage in these VLN discussions.

Schools as digital hubs

Schools with ultra-fast broadband can share their internet with the local community, making a digital hub.

Developing the infrastructure for 1–1 devices

Developing the infrastructure for 1-1 devices

Systems manager, Alistair Montgomerie, describes the infrastructure set up at St Hildas to enable all students and staff to use the Internet as part of their 1-1 laptops programme.

Managing battery life

Managing battery life

Systems manager, Alistair Montgomery describes St Hilda's management to ensure students can keep working on their laptops all day, relying on the battery.

Opportunities in teaching and learning

Opportunities in teaching and learning

St Hilda's Collegiate teacher, Donna Smith describes how the 1-1 laptop programme, along with using e-portfolios, gives her flexibility to be more responsive to the learning needs of the students, and enhances her ability to support student learning.

Selecting a 1-1 device

Selecting a 1-1 device

St Hilda's College staff explain the process they went through to select MacBook Pros as the 1-1 device they are currently using.

Support for teachers

Support for teachers

Principal Melissa Bell and the e-learning leaders at St Hilda's Collegiate describe the professional development they have in place to support teachers with teaching and learning.

Technology supporting the school vision

Technology supporting the school vision

Principal Melissa Bell describes St Hilda's school vision and how it is supported and enabled by technology.

Developing the infrastructure for new technologies

Developing the infrastructure for new technologies

Hingaia Penninsula School principal, Jane Danielson shares planning their technological infrastructure.

Orewa College - A vision for e-learning

Orewa College – A vision for e-learning

Mark Quigley, Deputy Principal, and Tony Zaloum, Director ICT Projects, explain their vision for e-learning as they embark on implementing BYOD for Year 9 students at Orewa College.

Technology transforming education

Technology transforming education

Dr. David Parsons, Associate Professor Information Technology at Massey University explains the digital divide is not only about access but about how devices are used.

1:1 Netbooks – Allowing excellence in the classroom

1:1 Netbooks – Allowing excellence in the classroom

Tyler, a year 6 student with dyspraxia, uses a netbook to help him write creatively instead of being inhibited by the speed of his handwriting or his ability to form letters. 

Netbooks - an "onramp" to success in literacy

Netbooks – an "onramp" to success in literacy

Using a netbook, Google docs, and blogging has increased engagement and improved learning outcomes for student Kieren. 

A 1:1 netbook programme makes a difference for all learners

A 1:1 netbook programme makes a difference for all learners

Implementing 1-1 netbooks has enabled personalised learning to meet the needs of all students in the senior classes at Parkvale school and provided opportunities for success.

BYOD – Information and support for parents

BYOD – Information and support for parents

Teacher and e-learning leader, Kate Friedwald explains the information provided for parents at Wairakei School to introduce a BYOD trial for Year 5/6 students in 2014.

Setting up BYOD in the classroom at Wairakei School

Setting up BYOD in the classroom at Wairakei School

Kate Friedwald describes step-by-step the process she went through from researching BYOD to setting up a classroom learning programme using BYOD at Wairakei School.

BYOD – Technical systems and setup

BYOD – Technical systems and setup

Principal, Shane Buckner and e-learning leader, Kate Friedwald, talk about the systems and setup they have at Wairakei School to successfully use 1-1 devices.

Outcomes from the BYOD pilot at Wairakei School: Parents reflect

Outcomes from the BYOD pilot at Wairakei School: Parents reflect

Parents from Wairakei School describe the benefits that being in a BYOD class has had for their children.

Supporting successful BYOD implementation

Supporting successful BYOD implementation

e-Learning co-ordinator, Allistair Williamson explains key steps for implementing BYOD at Pakuranga College. 

BYOD – Planning your digital strategy

BYOD – Planning your digital strategy

Michael Williams, principal Pakuranga College, discusses some of the key questions they worked through when developing their digital strategy.

Using the SAMR model to evaluate technology use

Using the SAMR model to evaluate technology use

Ben Britton, lead teacher ICT at Wellington High School, discusses how they use the SAMR model to evaluate plan for effective use of technologies in the classroom.

BYOD – Setting up a robust infrastructure

BYOD – Setting up a robust infrastructure

Dominic Killalea, Deputy Principal at Wellington High School, discusses some key infrastructure considerations to ensure good connectivity across your school.

Selecting devices

BYOD – Selecting devices

Dominic Killalea, Deputy Principal at Wellington High School, discusses their key considerations for selecting devices for students.

Preparing for BYOD – Professional development

Preparing for BYOD – Professional development

Dominic Killalea, Deputy Principal at Wellington High School, discusses the importance of making time for professional learning.

BYOD – Benefits for student learning

BYOD – Benefits for student learning

Lead ICT teacher, Ben Britton and students at Wellington High School describe how 1:1 devices have enabled student agency. 

Planning for learning with BYOD

Planning for learning with BYOD

Wellington High School teacher, Ben Britton describes the differences and opportunities to planning and teaching as a result of using online resources and students bringing their own devices.

BYOD - Impact on student learning

BYOD – Impact on student learning

Pakuranga College principal Michael Williams explains, learning has become more collaborative and students are more engaged.

BYOD – Benefits for students

BYOD – Benefits for students

Students from Pakuranga College, along with their deputy principal, Billy Merchant, share how using their digital devices to access online resources supports their learning.

Planning for success – Be clear about your purpose

Planning for success – Be clear about your purpose

The principal and deputy principal of Pakuranga College talk about planning for successful implementation of BYOD across the school.

BYOD – Consulting with your community

BYOD – Consulting with your community

Pakuranga College deputy principal, Billy Merchant explains their ongoing community consultation process, which includes how and why students devices, and digital citizenship. 

Selecting a device for BYOD

Selecting a device for BYOD

Michael Williams and Billy Merchant from Pakuranga College, explain their change in pedagogy from telling students which device to purchase to being "device agnostic". 

Pedagogy underpinning BYOD

Pedagogy underpinning BYOD

Wellington High School Principal, Dominic Killalea explains the pedagogy behind their BYOD approach which supports lifelong learning.

Sorry, no items found.


Step-by-step guides

1-1 Implementation
Edutopia provides information and resources on: ways to prepare, best practices, curriculum, and management in one-device-per-student learning environments.

EDtalks – BYOD  
Video clips featuring educational experts sharing different aspects of BYOD from the EDtalks website.

BYOD guide  
This guide, created 2012 for the Ministry of Education in Alberta, examines the use of BYOD models in schools. It looks at the potential opportunities and benefits, as well as the considerations, risks and implications that arise when schools allow students and staff to use personally owned devices in the classroom and school environments. Strategies, tips and techniques are included to address the considerations and manage the risks. This document is sourced from the Alberta Education website.

Ten safe bets for school IT  
Good strategic planning that sees IT decisions as a core part of supporting students achieve the desired learning outcomes, will always produce the best results. This CORE Education blog post identifies 10 key technical issues for schools to consider when planning to develop their school network.

Thinking about BYOD  
A blog post from Derek Wenmoth providing a framework for devices and their purpose. He discusses specified and non-specified devices related to the purpose of the devices in learning. 

The BYOD debate – pros and cons  
Schools should adopt policies allowing students to bring in and use their own computing devices. The pros and cons of this statement are recorded on the Education Technology for School Leaders site.


(2016) Innovating education and educating for innovation: The power of digital technologies and skills
This OECD report covers the available evidence on innovation in education, the impact of digital technologies on teaching and learning, and the role of digital skills and the education industries in the process of innovation, using data from OECD surveys.

(2016) 1-to-1 Laptop Initiatives Boost Student Scores, Study Finds
An Education week article summarising a meta-analysis of 1-to-1 computing programs conducted by Michigan State University researchers. A key finding was, 1-to-1 laptop programs had a statistically significant positive impact on student test scores in English/language arts, writing, math, and science.

(2015) Students, computers and learning: Making the connection
This OECD report discusses differences in access to, and use of, ICTs related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. All students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the connected, digitised 21st century societies.

(2012) Bridging digital divides in the learning process: Challenges and implications of integrating ICTs  
This paper investigates an initiative by a New Zealand School to integrate one-to-one ICTs into the learning process, called "bring your own device" (BYOD).

(2012) An investigation into how growing accessibility and interactivity in ICT is being managed in schools both in New Zealand and overseas  
A sabbatical report by Dominic Killalea, Deputy Principal, Wellington High School; accessed from the Educational Leaders website.  

(2011) ICT for teaching and ICT for learning: They are not the same  
Developments in technology, and particularly the rise in smart phones and tablet-based technologies such as the iPad, have magnified the difference between ICT for teaching and ICT for learning. Schools need to fully understand the difference between the two and how this will impact both their ICT infrastructure, and also how they may wish to provision the school with devices. From Computers in New Zealand schools Vol 23, No2, 2011

(2010) 1-1 in Education: Current practice, international comparative research evidence and policy implications  
This OECD Education working paper by Oscar Valiente summarises evidence about 1:1 initiatives in education, drawing on official websites, program evaluations, and academic meta-reviews. Information is provided about the policy expectations, program designs, and challenges for an effective implementation of 1:1 initiatives in education.

(2010) One‐to‐one computing programs only as effective as their teachers  
This eSchool News article by Meris Stansbury reviews a compilation of four new studies of one-to-one computing projects in K-12 schools. Several factors are identified as key to the projects' success, including adequate planning, stakeholder buy-in, and strong school or district leadership. The researchers say the most important factor of all is the teaching practices of instructors, suggesting school laptop programs are only as effective as the teachers who apply them.

(2009) School leadership and student outcomes: Identifying what works and why best evidence synthesis  
The big finding of the BES is that when school leaders promote and/or participate in effective teacher professional learning, this has twice the impact on student outcomes across a school than any other leadership activity. New Zealand principals spend less time on those activities that make the most difference than many of their international peers. Author(s): Viviane Robinson, Margie Hohepa, Claire Lloyd (The University of Auckland).

Browse all BES cases  
A complete list of all 32 cases from across the Best Evidence Synthesis (BES) publications on Education Counts. The BES bring together research evidence about what works for diverse (all) learners in education.

For more research go to the Research and readings  section of Enabling e-Learning.

Keep informed

Subscribe to the newsletter.