Universal Journal of Educational Research Vol. 4(6), pp. 1306 - 1318
DOI: 10.13189/ujer.2016.040608
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Learning, Tablet, Culture—Coherence?

Lars Norqvist ^*
Department of Applied Educational Science, Umea University, Sweden

ABSTRACT

This paper presents understandings of learning in schools where Internet-enabled Information and Communication Technologies (ICTs) are taken for granted. The context is a full-scale 1:1 tablet project in Danish municipality schools where this study bring forward expressions of learning from one class (12-13 year old children) in order to offer interpretations of how the learning is possible to relate to the use of the tablet and the municipality intentions of changing the teaching and learning culture. The aim is a deeper understanding of learning and the learning-tablet relation. The qualitative research involves asking learners to describe learning with the help of their own pictures of learning situations. The learners' expressions of 'what learning is' are related to tablet use and municipality intentions of developing teaching and learning. Five themes show how the learners express learning, in coherence with the municipality's intentions. Key learning outcomes are related to this coherence and to the fact that learners use tablets in 55% of all expressed learning.

KEYWORDS
Tablets, Learning Culture, ICTs in Education, Digital Learning Environments

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Lars Norqvist , "Learning, Tablet, Culture—Coherence?," Universal Journal of Educational Research, Vol. 4, No. 6, pp. 1306 - 1318, 2016. DOI: 10.13189/ujer.2016.040608.

(b). APA Format:
Lars Norqvist (2016). Learning, Tablet, Culture—Coherence?. Universal Journal of Educational Research, 4(6), 1306 - 1318. DOI: 10.13189/ujer.2016.040608.