Over the last few years, Norway's lower secondary education has increasingly integrated one device for each student, reflecting broader technological trends in the Western world. To plan for learning and assessment in one-to-one classrooms, this article advocates for an ecological approach by elaborating on the term "educational chronotope", building on previous theoretical understanding of the term. Such an approach to teaching, learning, and assessment contrasts previous frameworks that emphasize teachers' digital competence and technology's transformative role in classrooms, like TPACK and SAMR. Drawing on empirical data from two extensive research projects, this article proposes a didactical model with six choices teachers might consider in orchestrating teaching, learning and assessment in the one-to-one digital classroom environment. The six decisions that teachers must consider are the (1) aim and task, (2) activities and (3) resources used. In addition, they must consider which (4) semiotic technologies and (5) modes students can use when working on the assignments to meet the (6) assessment criteria. The framework has significant implications for enhancing digital pedagogy and fostering student digital agency by actively involving students in shaping their educational chronotope.