The Challenge.

Prior to this transformation, Canberra Grammar School operated within a broad BYOD model that introduced significant complexity across the school. Students brought a wide range of devices, creating inconsistency in capability, performance and access.

As Anna Hu explains, “When I arrived, we were a BYOD anything model… it was really difficult for the staff and very difficult for the students.” This environment made it challenging for teachers to design consistent learning experiences and often shifted focus away from teaching and into troubleshooting.

The variability in devices also created inequity among students. Differences in device quality and capability meant that not all students could participate equally in classroom activities, impacting both learning outcomes and the overall student experience.

From a safety and governance perspective, the BYOD model limited visibility and control. As Anna Hu notes, “Teachers didn’t know what was on student devices… and student devices weren’t always capable of doing what was needed.” This introduced increased risks and complexity around security, appropriate use and data protection, while also placing additional pressure on teaching and IT staff.

The Solution.

Canberra Grammar School made a deliberate decision to transition to a school-owned device model, underpinned by a unified Apple ecosystem. This approach ensured equity and consistency across all year levels, with iPad supporting intuitive, creative learning in primary years and MacBook enabling more advanced workflows in senior school.

As Oliver Thompson explains, “Technology should never be the thing that stands out most… it should sit behind the learning and enable it.” This philosophy guided the implementation, ensuring that technology enhanced rather than distracted from the classroom experience.

The transition was carefully phased, allowing the school to bring staff, students and parents along the journey. Beginning with pilot programs, the rollout expanded year by year, ensuring sustainability and strong adoption.

Compnow played a critical role as a trusted partner throughout this process. As Anna Hu highlights, “Compnow was recommended by multiple people… they could supply our devices, provide professional development and have the depth of experience to support a school of our size.”

A key component of the solution was professional learning through the Compnow Academy. As Head of Digital Learning, Canberra Grammar School, Catriona Botterill notes, “The training was intentional and purposeful… it clarified what we wanted to achieve and had a huge impact on classroom practice.” This enabled teachers to build confidence and integrate technology meaningfully and purposefully into their teaching.

The model also introduced strong device management and governance. With full control over devices, the school can ensure safe, appropriate use while protecting student and school data, providing reassurance to both staff and parents.

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The Benefits.

The move to a consistent, school-owned Apple ecosystem has transformed the classroom experience at Canberra Grammar School. With technology now seamless, students can focus on learning, creativity and collaboration.

As Anna Hu explains, “When technology works seamlessly, students aren’t troubleshooting… they’re creating, exploring and collaborating.” This shift has improved both engagement and learning outcomes across the school.

Equity has been a major outcome. Every student now has access to the same device, tools and opportunities. As Kate Deaves, Head of Faculty Art, Design and Technology shares, “Having the same device means we all understand exactly what it looks like… and we know we’re going to be more successful.” Additional benefits in equity of device has been the ability to provide students with voice and choice with how they demonstrate their learning within the classroom environment.

Student safety and wellbeing have also been significantly strengthened. With managed devices, the school has greater control over access and usage, ensuring a safer digital environment and giving parents confidence in how their children are using technology.

For teachers, the benefits are equally significant. Standardisation has reduced complexity and allowed educators to focus on teaching and providing learning experiences with increased depth and breadth. As Oliver Thompson notes, “The cognitive load is reduced… teachers can focus on how to set up their classroom for learning.”

The ongoing partnership with Compnow continues to support Canberra Grammar School’s long-term ambitions. With access to professional learning, expertise and ongoing support, the school is well positioned to continue evolving its approach to teaching and learning, continuing to prepare students for the future.

As Anna Hu reflects, “What I’m most proud of is the confidence across our staff and students… and the cultural positivity that has come with this change.”

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