Digital technologies are essential for almost all human activities, so children should learn to work with them at schools. Some studies of the effect of using computers, tablets or cell phones at schools have been carried out, but in Czechia, where the research was conducted, the number of such studies is very low. We wanted to examine how tablets help pupils of the high school with learning social geography in Czech educational system. We worked with two classes of a high school in Prague. Two lessons were taught in each class, one with the Nearpod application on the tablet, the other without it. Pupils wrote pre-tests before the lesson and post-tests after it. Interviews were conducted with some of the pupils after the lesson with the tablet. Then, we worked with the results of both classes together and with the results of each class separately. We found out that pupils enjoyed the lessons with tablet, they felt more motivated and they thought, that they had learnt more with the tablet than without it. However, statistics showed us different results: the results of post-test were better when pupils had used tablet, but this finding was not valid for one of the two classes, where the difference between tablet and non-tablet lesson was not statistically significant. There were differences in pupils’ relationship to digital technologies and in level of collaboration between the classes. The level of collaboration provides a good explanation of different success of both classes.

数字技术对于几乎所有人类活动都是必不可少的，因此儿童应该在学校学习与他们合作。已经进行了一些关于在学校使用计算机，平板电脑或手机的效果的研究，但是在进行研究的捷克共和国，此类研究的数量非常少。我们想研究平板电脑如何在捷克教育系统中帮助高中生学习社会地理。我们在布拉格的一所高中的两个班上工作。每节课上讲了两课，一课是在平板电脑上使用Nearpod应用程序，另一课则没有。小学生在上课之前写了预测试，在课后写了后测试。平板电脑课后，对部分学生进行了访谈。然后，我们一起处理两个类的结果，并分别处理每个类的结果。我们发现，学生们喜欢使用平板电脑，他们感到更有动力，他们认为，使用平板电脑比不使用平板电脑可以学到更多。但是，统计数据向我们显示了不同的结果：当学生使用平板电脑时，测试后的结果更好，但是这一发现对这两类中的一种无效，因为平板电脑课程和非平板电脑课程之间的差异在统计上并不显着。学生与数字技术的关系以及班级之间的协作水平存在差异。协作水平很好地解释了这两个课程的不同成功。当学生使用平板电脑时，测试后的结果会更好，但是这一发现对于两类中的一类是无效的，因为这两种情况下，平板电脑课与非平板电脑课之间的差异在统计学上并不显着。学生与数字技术的关系以及班级之间的协作水平存在差异。协作水平很好地解释了这两个课程的不同成功。当学生使用平板电脑时，测试后的结果会更好，但是这一发现对于两类中的一类是无效的，因为这两种情况下，平板电脑课与非平板电脑课之间的差异在统计学上并不显着。学生与数字技术的关系以及班级之间的协作水平存在差异。协作水平很好地解释了这两个课程的不同成功。