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dc.contributor.authorHembre, Oda Julie
dc.contributor.authorWarth, Line Lundvoll
dc.date.accessioned2020-04-21T11:39:14Z
dc.date.available2020-04-21T11:39:14Z
dc.date.issued2019-06-10
dc.description.abstractiPads have become increasingly popular as tools for teaching in early education. With their multifaceted and interactive affordances as handheld and mobile devices, they have been ascribed great potential to change and expand on classroom practice. However, the iPad often becomes just another technology hype in education, and explanations often point to teachers’ and schools’ lack of technical know-how and ability to utilise the devices’ affordances. In this qualitative case study, we explore how teachers organise and practise iPads in two different classrooms. Classroom observations and interviews with the teachers were conducted to enrich our knowledge about the complexities of iPad use in teaching and to strengthen the knowledge of how different settings produce different iPad practices. Using an actor–network theory approach, the study suggests that iPads are not simply put into use, but enacted through fluid, heterogeneous assemblages of human and non-human actors in the classroom. The iPad’s affordances, such as mobility, are performed rather than inherent qualities of the devices themselves, and the classroom becomes a mishmash of fostering and hindering mobile practices.en_US
dc.descriptionThis is a post-peer-review, pre-copyedit version of an article published in Technology, Knowledge and Learning. The final authenticated version is available online at: http://dx.doi.org/<a href=https://doi.org/10.1007/s10758-019-09405-w>https://doi.org/10.1007/s10758-019-09405-w</a>.en_US
dc.identifier.citationHembre O, Warth L. Assembling iPads and Mobility in Two Classroom Settings. Technology, Knowledge and Learning. 2019en_US
dc.identifier.cristinIDFRIDAID 1704024
dc.identifier.doi10.1007/s10758-019-09405-w
dc.identifier.issn2211-1662
dc.identifier.issn2211-1670
dc.identifier.urihttps://hdl.handle.net/10037/18071
dc.language.isoengen_US
dc.publisherSpringer Natureen_US
dc.relation.ispartofHembre, O.J. (2021). Innføring og bruk av iPad i grunnskolen. Sosiomaterielle sammenvevinger av teknologi, skole og lærerprofesjon. (Doctoral thesis). <a href=https://hdl.handle.net/10037/23249>https://hdl.handle.net/10037/23249</a>
dc.relation.journalTechnology, Knowledge and Learning
dc.rights.accessRightsopenAccessen_US
dc.rights.holder© Springer Nature B.V. 2019en_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subjectVDP::Technology: 500::Information and communication technology: 550en_US
dc.subjectVDP::Teknologi: 500::Informasjons- og kommunikasjonsteknologi: 550en_US
dc.titleAssembling iPads and Mobility in Two Classroom Settingsen_US
dc.type.versionacceptedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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