The appearance of tablet technology in the classroom is considered an obvious modernisation milestone. In the last few years school professionals in Poland have made large investments in digitalisation, especially through one to one model (1:1), using digital devices such as tablets. Researches on tablet technology integration in school classrooms convince that digital technologies are closely related to the discourse of educational change. What really changes when digital technology is used in the classroom? This is a driving question for the present study. This research contributes knowledge and new insights into learning and teaching practices in two classrooms in a Polish primary school that were observed over a longer perspective of three school semesters. The design of teaching and learning with tablet technology was explored using the didactical design framework. This perspective focuses on both teachers’ practices and students’ learning activities in the classroom and how tablet technology is integrated into teaching and learning practices. Although the research project was performed on a small scale, it can be defined as one that documents the changes to learning and teaching practices happening in the traditional educational culture of the school under analysis. These changes were identified through the data collected by means of classroom video ethnography (63 teaching hours of recording) and follow-up interviews (18) with classroom’s teachers. The analysis resulted in three distinct maps of emergent teaching and learning practices and a series of conflicts and tensions teachers experience in their everyday tablet-mediated teaching practices. The findings point out that tablet technology integration needs the alignment of the classroom pedagogy - technology relationships.

平板电脑技术在教室中的出现被认为是显而易见的现代化里程碑。在过去的几年中，波兰的学校专业人员已经在数字化方面进行了大量投资，特别是通过使用平板电脑等数字设备通过一对一（1：1）模式进行的投资。关于学校教室中平板电脑技术集成的研究认为，数字技术与教育变革的话语息息相关。到底是什么在教室中使用数字技术时会发生什么变化？这是当前研究的一个驱动问题。这项研究为波兰一所小学的两个教室的学习和教学实践提供了知识和新见解，在三个学期的较长时间里观察到了这一现象。使用教学设计框架探索了平板电脑技术的教学设计。这种观点侧重于教师的实践和学生在课堂上的学习活动，以及平板电脑技术如何整合到教学实践中。尽管该研究项目规模较小，但可以定义为记录受分析学校传统教育文化中发生的学习和教学实践变化的项目。这些变化是通过课堂视频人种志（记录的63个教学小时）和课堂老师的后续访谈（18）收集的数据确定的。分析得出了三种不同的新兴教学实践地图，以及教师在日常平板电脑介导的教学实践中遇到的一系列冲突和紧张局势。研究结果指出，平板电脑技术集成需要与课堂教学法（技术关系）保持一致。分析得出了三种不同的新兴教学实践地图，以及教师在日常平板电脑介导的教学实践中遇到的一系列冲突和紧张局势。研究结果指出，平板电脑技术集成需要与课堂教学法（技术关系）保持一致。分析得出了三种不同的新兴教学实践地图，以及教师在日常平板电脑介导的教学实践中遇到的一系列冲突和紧张局势。研究结果指出，平板电脑技术集成需要与课堂教学法（技术关系）保持一致。