In this is paper I address some issues related to the paradigmatic shift in the use of media in schools called “1:1”. This term refers to that each student and teacher get his or her personal, mobile device such as a laptop or tablet computer (e.g. iPad). This process also leads to a more intensified use of online services and digital platforms. All over Sweden and on all levels of the schools system the shift to 1:1 is ongoing. This shift affects the teacher profession and the role of the student and the whole knowledge process. With 1:1 the mediatization of education also becomes more obvious as 1:1 open up the school institution not only to multimodal media formats and digital culture but also to ICT-media-companies such as Apple and Google who come to influence pedagogics, teaching material and also ways of thinking about media literacy. 1:1 has attracted quite a lot of attention from Swedish pedagogical research, but so far very little interest from media research, although 1:1 and the overall digitalization of education could fruitfully be related to mediatization, media literacy and what I call “the media citizen” a term referring to a critically thinking, democratically participating and historically aware subject with sufficient skills in media and information literacy. This discussion should not only concern how young people relate to media associated with life outside of school, but also address how they and their teachers use media meant for educational purposes inside school. In addition to this principal discussion I present and reflect on some qualitative data taken from a recent report about a EU-based project where teachers from one Swedish and one German secondary school used iPad (a product and trademark from Apple) over a two-year period. I bring forth what they valued as the main pros and cons of iPad use and try to relate this to the principal and theoretical discussion about media literacy, mediatization and media citizenship.