This paper examines which implications the introduction of the iPad has had on the work of the teachers in the primary school Vestermarkskolen, in the municipality of Odder. This school is one of the first in Europe to invest in tablet computers for both its teachers and students, which means that there is not much previous experience and material for educational purposes. Therefore the teachers themselves must find out how to incorporate the iPad during class lessons. We gathered empirical data at Vestermarkskolen from a group interview with six teachers who shared their experiences with using the iPad in an educational context. In addition, we observed two class sessions in which the iPad was used actively by the teacher. Using a method inspired by Grounded Theory, we extracted three categories from the empirical data: Didactics, Relations and Time. We find these categories to be the most important because they describe the changes in the content of a teacher’s day after the introduction of iPads. We find that didactics must be altered for it to fit together with the features of the iPad. This results in changes in activities which means that time will be spent differently. Some of the teachers are better than others at incorporating and using the iPad, which could lead to changes in the relations between the teachers as well as in the relation between teacher and pupil.
|Uddannelser||Basis - Humanistisk-Teknologisk Bacheloruddannelse, (Bachelor uddannelse) Basis|
|Udgivelsesdato||8 jun. 2012|
|Vejledere||Sidsel Lond Grosen|
- primary school
- indførelse af iPad
- Grounded Theory