Transitioning to school-owned devices

From 2027, Victorian government primary schools must not require parents to buy devices [1]. A school-owned device model only works well when the operational details are planned early: storage, charging, repairs, app access, filtering, enrolment and replacement cycles.

The BYOD conversation is changing quickly.

From 2027, Victorian government schools must not invite or allow new parent-provided student devices in Foundation–Year 6. Schools may let students continue using pre-2027 BYO devices until replacement is needed. Disability-related access, participation or communication support, and Virtual School Victoria students, are exempt from the primary BYOD restriction. [1]

This poses a practical problem for school leaders: how to preserve the value of digital learning while not putting undue strain on staff.

You will find Catholic and independent schools are wrestling with the same issues, notwithstanding that the government mandate is not relevant to them. They are rethinking their stance on BYOD in light of well known pressures, from the cost to the family and matters of cyber safety to the difficulty of adequately supporting an array of devices with varying capabilities and keeping distractions out of the classroom.

What is at stake is not merely swapping one device model for another. The real chance here is to take stock of what a school requires of its digital learning and put in place something that is straightforward for families to understand, well aligned with what happens in the classroom and less of a management burden.

Start by identifying which learning activities need a device and how often students need access. That will help the school decide whether to use shared classroom sets, equipment for particular subjects or individual devices for selected year levels. Replacement timing can then be planned around those needs and the available budget.

Then there are the issues of budget and communication to be addressed
Families will want to know the reasoning behind any changes
Teachers require unambiguous routines as to when a device comes out and when it is put back

In the end, it is these particulars that make or break the transition.

Start with how the devices will be used

School ownership brings responsibility for the whole working life of the fleet. Before ordering, decide which learning activities need a device, how often students need access and whether shared classroom sets, specialist pools or individually allocated devices will work best. Be explicit about whether equipment stays at school or travels home.

Bring teachers, ICT staff, the business manager and facilities staff into that conversation. A shared set may serve several classes, but the timetable must allow for collection, sign-in, saving work and return. An individually allocated device needs a clear handover and return process, including when a student leaves the school.

Map what is already usable, allow for spare devices during repairs and plan replacement in stages where appropriate. Include accessories, charging, storage, management licences and staff time in the device lifecycle and procurement plan. Families should understand why the model is changing and what it will mean for their child.

Prepare charging and secure storage for shared devices

A classroom set is only useful if it reaches the next lesson charged, complete and ready to use. Decide where devices will live and how they will move between rooms before they arrive.

For shared fleets, the practical preparation includes:

Charging capacity: provide enough compatible chargers and cables, with a charging schedule that suits the timetable. Have facilities staff check power provision and arrange any necessary electrical work before installing trolleys or cabinets.
Secure storage: choose lockable trolleys, cabinets or a secure room, with suitable ventilation and space for devices in their protective cases. Agree who holds keys or access permissions and who locks up each day.
Collection and return: number devices and storage slots, label accessories and use a booking or sign-out process. Nominate who checks that every device has come back and is connected to charge.
Classroom readiness: test Wi-Fi with a full class using the devices together. Prepare accounts and apps, and give students a reliable way to save work and sign out without leaving it accessible to the next user.

Include cleaning, cable checks and a way to flag damage during returns. Make arrangements for overnight, weekend and holiday storage, following equipment guidance for charging and ventilation. These routines should be simple enough for a relief teacher to follow.

Protect school assets when they travel home

Highly protective cases and well-padded bags are important parts of a take-home program. Devices face crowded backpacks, bus journeys, drops and spills, and remain school assets wherever students use them.

Choose protection that suits the device and the age of the student. Look for secure fit, reinforced corners and screen protection, with access to ports, cameras and accessibility features. Check that cases fit charging storage and that bags hold the protected device securely, with chargers and drink bottles kept apart. Trial the complete setup with staff before ordering for the fleet.

Show students how to carry, pack and store their device. Families need clear expectations about keeping cases fitted, safe charging, storage at home, use by other household members and prompt reporting of loss or damage. Record the device’s condition and supplied accessories at handover, then check them again at return. Inspect cases and bags periodically too: worn protection needs attention before the next accident.

Use MDM to keep the fleet visible and enforce appropriate use

Mobile device management (MDM) is a core part of running a school-owned fleet. It gives ICT staff a central way to configure devices, distribute apps and apply settings. For Apple fleets, plan Apple School Manager, enrolment and supervision alongside the MDM service before deployment.

MDM also helps enforce the school’s acceptable-use settings, including permitted apps, installation restrictions and configurations for content filtering. Available controls depend on the device, operating system, enrolment method and management service; Apple outlines common education controls in its MDM settings guidance.

Test those settings with teachers so required learning and accessibility tools work. For take-home devices, check that the intended controls and filtering work away from the school network. Explain what the school manages and what staff can see. Technical controls support appropriate use alongside classroom routines, student education and family communication.

Set up a fair process for damage and parent communication

Schools may need a process to invoice parents for damage to school machines where a charge is permitted. Establish the basis for any charge under the applicable law, sector policies and loan arrangements before setting up billing. A signed loan agreement should not be treated as automatic authority to charge for every breakage.

A documented process helps staff handle incidents consistently:

Record the asset number, reported circumstances, condition and repair assessment, distinguishing ordinary wear, a fault and damage.
Check warranty, protection or insurance arrangements and establish whether any parent payment request is permitted.
Have an authorised staff member review the decision and explain it to the family, with a way to ask questions or request a review.
Where an invoice is appropriate, itemise its basis and amount, account for any claim settlement and avoid recovering the same cost twice.
Record payments, adjustments or waivers through the school’s finance process and provide a confidential way to discuss hardship.

Explain the process before devices are issued. Students should feel able to report a problem promptly, and schools need a way to maintain access to required learning while a repair or payment question is resolved.

With us, schools are able to make the transition a more manageable affair. We can assist in that process by way of a review of the existing device program or by modelling out various fleet options. There is also the matter of putting together a multi-year budget, getting staff on the same page as to what is expected in the classroom and seeing that parent communication is in order.

On the technical front, EA is there to handle such matters as identity and security, app deployment and content filtering, as well as enrolment and management settings for the devices. Repairs and support fall under our purview too. The idea is to see that all the key decisions are settled before the hardware shows up.

In the end, a sound school-owned model ought to be less of a burden for the leadership, provide clarity for the teachers and be straightforward for the families.

Talk to our team

Student uses a yellow laptop at a classroom desk.

Affordable options for BYOD programs

From 2027, Victorian government secondary BYOD programs must include at least one device option at or below $980 including GST.

Teacher helps a secondary student study with a laptop and textbooks in a library.

Device lifecycle, finance and procurement

A device program should give a school a clear view of what next year may cost, which devices will need replacing and how today’s decision will affect the next refresh.

Sources

[1] Department of Education, Victoria (2026) Digital Learning: Policy. Available at: https://www2.education.vic.gov.au/pal/digital-learning/policy (Accessed: 23 October 2026).