Norwegian schools are increasingly implementing tablets in school and there seems to be a need for more research within this area to examine how this implementation affects pupils’ learning processes. This article focuses on the use of tablets in pupils’ learning and the extent to which pupils become more involved in the planning, implementation and assessment of their learning. We used a qualitative research approach and case study to investigate six classes at three different schools: four classes in one primary school and one class each in two secondary schools. Our sample included 134 pupils and 14 teachers. Fieldwork involving observations, interviews and surveys (quasi statistics) was carried out to examine the research questions. The case study shows that tablets play a certain role in pupils’ learning processes, especially in the achievement of learning goals and access to the Internet. However, there is a clear diversity in how the pupils use the tablets in their learning processes, in particular a difference between primary and secondary school. The practical implications of the study indicates that the challenges lie in changing teachers’ practice by implementing a digital didactic method that provides the teacher with a greater understanding of, and better opportunity for, interaction with pupils during the learning process.

中文翻译：

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中小学平板电脑的使用——案例研究

挪威学校越来越多地在学校使用平板电脑，似乎需要在该领域进行更多研究，以检查这种实施如何影响学生的学习过程。本文重点关注平板电脑在学生学习中的使用以及学生更多地参与其学习的规划、实施和评估的程度。我们使用定性研究方法和案例研究调查了三所不同学校的六个班级：一所小学的四个班级和两所中学的每个班级。我们的样本包括 134 名学生和 14 名教师。进行了涉及观察、访谈和调查（准统计）的实地工作，以检查研究问题。案例研究表明，平板电脑在学生的学习过程中发挥着一定的作用，尤其是在实现学习目标和访问互联网方面。然而，学生在学习过程中使用平板电脑的方式存在明显差异，尤其是小学和中学之间的差异。该研究的实际意义表明，挑战在于通过实施数字教学方法来改变教师的实践，使教师在学习过程中更好地了解学生并有更好的机会与学生互动。