Abstract
Research on tablets in schools is currently dominated by the effects these devices have on our children’s learning. Little has yet been said about how these devices contribute and participate in established school practices. This study delves into the questions of what do tablet-mediated teaching practices look like in Swedish schools and how are these practices valued by teachers? We collected data in four Swedish schools that were part of the one-to-one program financed by their municipalities. We apply qualitative and quantitative analysis methods on 22 deep interviews, 20 classrooms observations and 30 teachers’ responses to an online survey. The study identifies a set of tablet-mediated teaching practices that lead to a deeper understanding of how affordances of media tablets configure contemporary forms of learning.
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This work has been funded by the project Places with a research grant provided by the Swedish Research Council, Educational Sciences Program.
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Nouri, J., Pargman, T.C. (2016). When Teaching Practices Meet Tablets’ Affordances. Insights on the Materiality of Learning. In: Verbert, K., Sharples, M., Klobučar, T. (eds) Adaptive and Adaptable Learning. EC-TEL 2016. Lecture Notes in Computer Science(), vol 9891. Springer, Cham. https://doi.org/10.1007/978-3-319-45153-4_14
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DOI: https://doi.org/10.1007/978-3-319-45153-4_14
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