Exploring iPad Integration in Primary Schools: The Interaction of Policy-Initiated Reforms, Availability Assemblages, and Non-Digital Materials

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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14

Handheld Devices; Educational Policy; Technology Integration; Barriers; Elementary School Students; Foreign Countries; Teaching Methods; Computer Software; Technological Literacy; Case Studies; Comparative Analysis; Educational Practices; Educational Change; School Administration; Administrative Organization; Institutional Characteristics

10.1080/15391523.2019.1646680

1539-1523

This article looks at the introduction of a new learning app for iPads with first-grade pupils in two Norwegian primary schools. Both schools were engaged in digital literacy initiatives at the time of this study, which in one case included an 1:1 iPad initiative. While one school achieved almost seamless integration of iPad practices, the other encountered a range of challenges and tensions in this regard. The article explores how the two schools differed in their adoption of iPads, as well as the practices that emerged. Drawing on actor network theory (ANT), the analysis illustrates how the iPad is enacted through an amalgamation of policy, available technology, and the existing materials in a school's local surroundings.

As Provided

2019

EJ1230573