Since 2010 Schools in England have been faced with far-reaching changes in policy, support and funding for digital technology. At the same time there has been an explosion in the penetration of mobile devices into students’ homes and ‘pockets’. Many English schools have responded to these developments by implementing 1:1 computing strategies. Whilst there is a body of relevant research literature, there is a lack of research evidence about the implementation of tablets in schools and a need to provide robust up to date guidance to inform schools’ digital technology strategies. This paper provides a brief overview of the existing literature, including early research on tablets in schools and approaches such as Bring Your Own Device (BYOD). It then focuses on 22 case studies that were carried out towards the end of 2012 to examine a range of digital technology strategies in English schools. These studies, which spanned primary and secondary education, and included two special schools, all utilised the same methodology. A meta-analysis of data across these 22 studies resulted in a set of ‘emerging trends’ that provide a useful framework for thinking about digital technology strategies, and key ‘lessons learnt’ which provide practical guidance for schools.