Implementation of tablets in Norwegian schools has become quite common, but we still have too little research knowledge about the learning outcome from these implementation measures. To achieve more knowledge about the topic, this trailing research examines the first cohort of Bærum municipality’s implementation of tablets in primary school. The outcome measures in the study are external for the intervention, and are recorded data from National Tests (National reading, arithmetic and English Tests, Classes 5, 8 and 9, National Mapping Tests for reading and arithmetic, Classes 1–3, and the 2014–2016 National Pupil Survey). The whole study (N=15,708) relies on an explanatory, sequentially mixed-methods design (Fetters, Curry and Creswell (2013), and in this study we examine the quantitative effects of this implementation. The results stemming from the general focus areas, that is, spelling, reading, comprehension and arithmetic in the National Mapping Tests for reading for Classes 1–3, we find that there is no significant impact on pupil learning1 with respect to Classes 1 and 2 at the Pilot 1 schools in 2015 and 2016, compared with the results obtained for the other Bærum schools. The same applies to Class 3, with the exception of arithmetic, where we see negative results as a consequence of being a pilot school and having used tablets. This differs to what we see in the results of the National Tests for Class 5 in 2015 and 2016, where we note significant positive outcomes with respect to arithmetic and English among boys at the pilot schools, compared with Class 5 boys at the other Bærum schools. The findings is only based on the first nine months from the implementation of tablets and therefore a second cohort of 1. In other words, the percentage above the limit for concern with respect to the expected level of learning in this context. Vol. 13, No. 3-2018, p. 152–178 ISSN ONLINE: 1891-943X 153 NORDIC JOURNAL OF DIGITAL LITERACY | VOL. 13 | NO. 3-2018 This article is downloaded from www.idunn.no. © 2018 Author(s). This is an open access article distributed under the terms of the Creative Commons CC-BY-NC-SA 4.0 License http://creativecommons.org/licenses/by-nc-sa/4.0/). research is recommended in order to validate and elaborate on these preliminary findings.

中文翻译：

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日常数字教育——在挪威小学实施平板电脑

在挪威学校实施平板电脑已经变得相当普遍，但我们对这些实施措施的学习成果的研究知识仍然太少。为了获得有关该主题的更多知识，这项后续研究检查了 Bærum 市在小学实施平板电脑的第一批队列。研究中的结果测量是干预的外部数据，是来自国家测试（国家阅读、算术和英语测试，第 5、8 和 9 类，国家阅读和算术绘图测试，第 1-3 类，以及2014-2016 年全国学生调查）。整个研究 (N=15,708) 依赖于解释性的顺序混合方法设计 (Fetters、Curry 和 Creswell (2013)，在这项研究中，我们检查了这种实施的定量影响。来自一般重点领域的结果，即全国 1-3 班阅读测绘测试中的拼写、阅读、理解和算术，我们发现对于 1 和 2 班的学生学习没有显着影响与其他 Bærum 学校的结果相比，2015 年和 2016 年试点 1 学校的成绩。这同样适用于第 3 类，但算术除外，我们看到由于作为试点学校和使用平板电脑而导致的负面结果。这与我们在 2015 年和 2016 年的全国 5 年级考试结果中看到的不同，我们注意到试点学校男生在算术和英语方面取得了显着的积极成果，而其他 Bærum 学校的 5 年级男生则与之相比. 调查结果仅基于平板电脑实施后的前 9 个月，因此第二个队列为 1。换句话说，在这种情况下，超出预期学习水平的百分比。卷。13, No. 3-2018, p. 152–178 ISSN 在线：1891-943X 153 北欧数字素养杂志 | 音量。13 | 不。3-2018 本文从www.idunn.no下载。© 2018 作者。这是根据知识共享 CC-BY-NC-SA 4.0 许可 (http://creativecommons.org/licenses/by-nc-sa/4.0/) 的条款分发的开放获取文章。建议进行研究，以验证和阐述这些初步结果。13, No. 3-2018, p. 152–178 ISSN 在线：1891-943X 153 北欧数字素养杂志 | 音量。13 | 不。3-2018 本文从www.idunn.no下载。© 2018 作者。这是根据知识共享 CC-BY-NC-SA 4.0 许可 (http://creativecommons.org/licenses/by-nc-sa/4.0/) 的条款分发的开放获取文章。建议进行研究，以验证和阐述这些初步结果。13, No. 3-2018, p. 152–178 ISSN 在线：1891-943X 153 北欧数字素养杂志 | 音量。13 | 不。3-2018 本文从www.idunn.no下载。© 2018 作者。这是根据知识共享 CC-BY-NC-SA 4.0 许可 (http://creativecommons.org/licenses/by-nc-sa/4.0/) 的条款分发的开放获取文章。建议进行研究，以验证和阐述这些初步结果。