If challenges in implementation and equity can be satisfactorily resolved, then the Government's Digital Education Revolution should reap results. This article examines the likely impact of the Government's plan. It is worth revisiting the policy and looking at the research into student ICT literacy to get a clear picture of what the 'digital revolution' will mean for schools, teachers, students and parents. The policy is built around five key themes: (1) to provide grants to schools of up to $1m to put a computer on the desk of every upper secondary school student; (2) to provide schools with FTTP (fibre to the premises) broadband with speeds of up to 100 megabits per second (mbps); to educate new teacher graduates in ICT skills and to up-skill existing teachers; to develop national online curriculum resources for all students; and to create web portals that enable parents to participate in their children's education. Research suggests that these are laudable aims in theory but that they may face some challenges in practice. This article examines these challenges and concludes that the policy behind DER is theoretically sound. If challenges in some aspects of implementation and equity can be satisfactorily resolved, then the policy should have significant positive impact on students' ICT literacy levels and overall educational achievement. [Author abstract, ed]