With the increasing use of 1:1 mobile devices within the curriculum space, differentiating its use to support "learner growth" has become an important discussion amongst policy makers, researchers, educators and learners. This research study provides an insight into how learners are using their 1:1 mobile device to support their learning process. The premise of the discussion begins with the notion that a learner's success is dependent on the curriculum design been sufficiently differentiated using resources and scaffolding. Differentiating to develop technical skills that will lead to the production of artefacts as evidence of learning and creativity. This research study highlights the role of the digitally literate educational leader who can apply self-directed differentiation learning theory to model the use of 1:1 mobile devices to support "learner growth". The research study reveals learners come with pre, during and post learning perceptions, and understandings about how 1:1 mobile devices can be used to support their "learning growth". These perceptions and motivations for learning will need to be considered along with self-directed learning theory and applied to the delivery of linear and non-linear curriculum design.