One of the aims outlined in the National Digital Strategy for Schools 2015-2020 is to develop and promote examples of effective integration of ICT in teaching, learning and assessment (Department of Education and Skills 2015). This qualitative action research study provides an example of effective integration of ICT for teaching religious education in a 1:1 iPad environment. Using the Educational Entrepreneurial Approach to Action Research (Crotty 2014) an innovative curriculum that focused on promoting student collaboration and moved students from being consumers of content to creators of content was developed. Through the Educational Entrepreneurial Approach to Action Research (Crotty 2014), my educational values became my guiding principles and the questions raised in the literature were aligned with my own practice. Literature regarding the role of technology in education was examined. The TPACK framework (Koehler and Mishra 2012) for integrating technology, pedagogy and content was chosen to guide the research and curriculum development. A research journal was kept throughout this study and cycles of implementation, performance, and feedback from colleagues and peers informed and validated the creation of the curriculum. Evidence is presented to show the transformative impact of the research process on me personally, professionally and in the wider context. Transformations that occurred as a result of this research include improved knowledge and skills in the field of eLearning, enhanced collaboration and creativity within my work context, and the creation of a curriculum on places of religious significance called ‘Wonderlands’ with an accompanying guide for teachers. This curriculum successfully integrates technology, pedagogy and content and through it students collaborate to create their own iBook using a variety of apps and websites that enhance their digital literacy skills.