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Do tablets mean educational change? The materiality, hybridity and performativeness of teaching and learning practices in tablet-mediated classroom

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Kopciewicz L., Bougsiaa H.
International Journal of Pedagogy, Innovation and New Technologies
|
2017
|
vol. 4(2)
15-26
EN
This text presents and discusses results of empirical research conducted during 3 school semesters (1.5 of school year) in a primary school in Poland. The research focused on the introduction of tablets (iPads) to didactic design and aimed at the observation of learning processes of the entire school community in connection with the appearance of a new educational actor. We used a qualitative research approach, mainly video-ethnography (60 hours of recorded material). This research approach resulted in the identification of maps of teaching and learning practices in the changing school field.
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