Gradual and Deliberate
This post is part of an ongoing series of chapters from the book CHOICE. Please view this post for an introduction and table of contents. To keep up with each new chapter published, please subscribe.
The quickest way to derail a 1:1 device program is by scaling up too quickly. Moving at an unsustainable pace, going from no devices to full 1:1 in grades K-12 overnight, will overwhelm your technology team, your curriculum department, your teachers, and your budget.
It’s easy to fall into the trap of thinking that a 1:1 initiative is just a simple math problem:
Take the number of students in your district, multiply it by the cost of each device, write a check, and congratulations—you’re now a 1:1 school.
Many school districts approach it this way. The focus becomes raising the money, making the purchase, and achieving a milestone. From the outside, a fully 1:1 district looks impressive. But what happens after the initial rollout?
The Hidden Challenges of Scaling Too Fast
A rushed implementation leads to several problems:
Technology Overload: IT teams are suddenly responsible for managing thousands of new devices, troubleshooting issues, and handling breakage. All with the same resources they had previously.
Curriculum Misalignment: Teachers need time to integrate technology into instruction. Without proper planning, devices become expensive distractions instead of learning tools.
Budget Shock: What happens when all these devices need to be replaced in four or five years? A massive initial purchase means an equally massive refresh cycle down the road.
A Smarter Approach to 1:1
Instead of going all in at once, districts should focus on a phased rollout. Start with pilot programs, invest in professional development, and ensure long-term sustainability. A successful 1:1 program isn’t just about buying devices—it’s about creating a system that supports students, teachers, and IT staff for years to come.
Author Comments
Providing a peak behind the curtain of the thought and writing process.
I’ve been apart of district plans that have included both approaches. A slow phased approach and an all upfront approach. Building a 1:1 program needs to be slow and deliberate. You can’t add hundreds or thousands of devices and expect to be able to support them overnight.
What has your experience been in implementing a large scale technology program? Have you been part of an all at once approach?