The purpose of this study is to examine how teachers in elementary school describe their work using iPad in education, as an educational and special educational tool to promote all students´ learning in school subjects. The study intends to answer the following research questions; how do the teachers describe their work with iPad as an educational tool? What kind of knowledge do the teachers describe the students get when working with iPad as an educational tool and how do the teachers describe the iPad as a tool from a special educational perspective.   Qualitative research interviews have been used as a method to collect data for the study. The study is based on six interviews with teachers working in elementary school. The study´s theoretical base is the socio-cultural perspective on learning. The result shows that an iPad is used as an educational tool for both teachers and students. The teachers use the iPad at joint briefings in the classroom and as a tool for documentation and as a tool to reach the goals of the curriculum. The students use the iPad´s various applications to acquire knowledge in school subjects. It can apply to applications that benefit proficiency in mathematics or applications for basic reading and writing. Students also acquire knowledge by cooperating on an iPad. The students are described by their teachers as very knowledgeable when it comes to using iPad as a tool, sometimes the students know more than their teachers. The result also reveals some challenges with the iPad as a tool, for example, the iPad is not as easy to type on as a computer. From a special educational perspective, students that are in need of special education within language, communication and reading and writing can get help from using different applications to practice their difficulties. The conclusion of this study is that the use of iPad as an educational tool in elementary school creates great opportunities for learning, which applies for both students and teachers. An iPad is described as most useful when all students have their own and the iPad is made personal with applications to suit each individual student. Then it becomes easier to individualize and to encounter the student’s needs. / Syftet med studien är att undersöka hur lärare i grundskolan beskriver sitt arbete med att använda iPad i undervisningen, som pedagogiskt och specialpedagogiskt verktyg för att främja alla elevers lärande i skolans ämnen. Studien ämnar besvara följande frågeställningar; Hur beskriver lärarna arbetet med iPad som pedagogiskt verktyg? Vilka kunskaper beskriver lärarna att eleverna får med sig när man arbetar med iPad som pedagogiskt verktyg och hur beskriver lärarna en iPad som verktyg ur ett specialpedagogiskt perspektiv? Den kvalitativa forskningsintervjun har använts som metod för att samla in data till undersökningen. Studien bygger på sex intervjuer med lärare som arbetar i grundskolan. Studiens teoretiska utgångspunkt är det sociokulturella perspektivet på lärande. Resultatet visar att en iPad används som pedagogiskt verktyg för både lärare och elever. Lärarna använder iPaden vid gemensamma genomgångar i klassrummet och som ett verktyg för dokumentation och måluppfyllelse. Eleverna använder iPadens olika applikationer för att tillägna sig kunskap i skolans ämnen. Det kan gälla applikationer som gynnar färdighetsträning i matematik eller applikationer för grundläggande läs- och skrivinlärning. Eleverna tillägnar sig också kunskap genom att samarbeta kring en iPad. Eleverna beskrivs av sina lärare som mycket kunniga när det gäller att använda iPaden som verktyg och ibland kan eleverna mer än sina lärare. Resultatet visar också på vissa utmaningar med iPad som verktyg, till exempel att den inte är lika lätt att skriva på som en dator. Ur ett specialpedagogiskt perspektiv får elever i behov av särskilt stöd inom språk, kommunikation samt läs- och skrivinlärning hjälp av olika applikationer att träna sina svårigheter. Den slutsats jag kan dra av studien är att användandet av iPad som pedagogiskt verktyg i grundskolan skapar stora möjligheter för lärande, vilket gäller både för elever och lärare. En iPad beskrivs som mest användbar när alla elever har en egen och den görs personlig med applikationer som passar varje unik elev. På så sätt blir det lättare att individualisera och möta elevernas behov.

自iPad於2010年發表了以來、創造了一個介於智慧型手機與上網型小筆記型電腦的之間的平板電腦產品。這樣的新產品與新市場，對於智慧型手機與個人筆記型電腦廠商似乎是一個新的藍海。吸引兩方面的原有廠商宣布相繼投入。本文以波特的五力分析模型對此產業結構進行分析，解構平板電腦產業中廠商與上游的軟體與硬體商、下游的電信運營商與消費者、競爭的個人電腦廠商與幾種替代性新興電子產品等五種產業影響力量的討論。 由於此產品的硬體結構與產業結構都與智慧型手機產業有很大的相似性。依據現有的智慧型手機領導廠商的現況，分別依照波特的成本領導、差異化與聚焦策略，討論Samsung、HTC、Motorola的可能策略。歸納發現， HTC, Motorola與Samsung可以運用差異化策略拉近與蘋果成本領導策略的差距。Samsung還可以運用成本領導策略與蘋果競爭。 / The birth of Apple iPad gives rise to not only a product segment between Smart Phone and Netbook PC, but also the tablet industry. The tablet industry attracts both smart phone makers and PC companies for good reasons. This thesis attempts to analyze the tablet industry by using the framework of five-force analysis of Porter (1979). We analyze the OEM relationship with chip makers, software vendors, Telcomm operators and end users, barriers of entry and competitions of the industry, and threats from substitute products. Feasible strategies for 3 leading smart phone companies (HTC, Motorola and Samsung) to enter the industry are analyzed and given as well. A close investigation suggests that to compete with Apple, Samsung may be the only one which is capable of adopting a cost leadership strategy for the time being. On the other hand, differentiation can apply to all the 3 smart phone makers.

As background for this study stands the debate and discussion in the society around the tablet as a pedagogical tool in preschool. The purpose of this study is to obtain and analyze 69 preschool teachers’ opinions about the tablet’s introduction and use in preschool. The study also investigates the preschool teachers’ opinions about their mission for multimedia and technology in the preschool curriculum, Lpfö 98, reviderad 2010. The study is executed in the form of a survey. Questions at issue: How experienced are preschool teachers with the tablet? What is the preschool teachers’ opinion about the tablets usability and function in preschool? How important is multimedia tools such as tablets in preschool in the preschool teachers’ view? Which view do preschool teachers have on their own role and mission to offer and encourage children to explore and use contemporary technology? My analysis of the survey result shows that preschool teachers have basic level knowledge of the tablet and the technology. The preschool teachers’ experience in using tablets varies from no use to daily usage. The majority of the preschool teachers do not use tablets at home or at work. In spite of this, the preschool teachers are mainly positive about tablet usability in preschool. Most of the preschool teachers consider the tablet as having a wide range of usability or as being useful in pedagogical situations in preschool. Many of the preschool teachers believe it is important or rather important that technology such as the tablet is prioritized as a pedagogical tool in preschool. Most of the preschool teachers consider the aims and objectives in Lpfö 98, reviderad 2010 to be both satisfactory and challenging. From the survey it appears, for example, that preschool teachers think it is important for the preschool and the preschool teachers to develop in line with society. The preschool teachers also mention it is important to offer every child an opportunity to explore and use contemporary technology. Additionally, the preschool teachers mention that financial means as well as further education is needed to help increase their possibilities of fulfilling the aims and objectives in the curriculum. / Som bakgrund till denna undersökning ligger den rådande debatten i samhället om surfplattan som ett pedagogiskt multimedialt redskap. Syftet med studien är att undersöka vilka åsikter och meningar som råder hos 69 förskolepedagoger kring surfplattans introduktion och användning i förskolans verksamhet. I studien undersöks även hur pedagogerna ser på sin egen roll i relation till strävansmålen för multimedia och teknik i Lpfö 98, reviderad 2010. Undersökningen genomfördes genom en enkätundersökning. Frågeställningarna i studien: Hur stor erfarenhet har pedagogerna av surfplattor? Hur stort användningsområde anser pedagogerna att surfplattan har? Hur viktigt anser pedagogerna att det är med multimediala verktyg som exempelvis surfplattor i förskolan? Hur ser pedagogerna på sin egen roll att erbjuda och låta barnen tillägna sig ny teknik som exempelvis surfplattan? I studien framkommer det att samtliga pedagoger säger sig veta vad en surfplatta är. Deras egen erfarenhet är mycket varierad. Majoriteten av pedagogerna använder inte surfplatta varken hemma eller på arbetet. Trots det är pedagogerna sammantaget positivt inställda till surfplattans användbarhet i förskolans verksamhet. Flertalet pedagoger anser att surfplattan har stort användningsområde eller är användbart. En stor andel av pedagogerna anser att det är viktigt eller ganska viktigt att prioritera multimediala verktyg som exempelvis surfplattan till förskolebarn. Merparten av pedagogerna anser att strävansmålen i Lpfö 98, reviderad 2010, är bra och utmanande. Pedagogerna uppger bl.a. att det är viktigt att förskolan och pedagogerna arbetar för att följa med i samhällets utveckling samt att pedagogerna arbetar för att alla barn får möta den nya tekniken i förskolan. Pedagogerna tar även upp att ekonomiska medel samt fortbildning behövs för att öka möjligheterna till att uppfylla strävansmålen.

<p>Godkännandedatum: 2015-01-02</p>

We live in a society where the technology has an enormous role in our lives. The average age of using digital tools among Swedish people is down to a very young age. In the recent period of time there has been much debate about tablets and their use in preschools. The aim of this study is to examine the preschool teachers experiences and perceptions of tablet use and how the implementation of the tablets benefits the school activities. What is central to this research is not how kids use the tablet, but how educators are using the tablet device as supplement for children’s development. A qualitative method is used on this study in form of interviews. Results of the interviews showed that teacher who went on a further education in tablet use was more knowledgeable in tablet use then the teachers who didn’t went.

Together with a research group from Mälardalen University’s department of Health, Care and Social Welfare, a prototype for an iPad app was created that aims to solves some of the current issues in healthcare for toddlers. The prototype would then be used by the research group to test with toddlers and examine whether the toddlers’ knowledge of basic medical treatments was increased. Due to varying linguistic backgrounds and abilities, the iPad had to be completely free of words, communicating only through sounds, images and animation. In this study, a research question was developed: What design aspects of illustrations and animations make them identifiable and ensure basic usability in an interactive iPad app that does not contain any written or spoken words for children between the ages 3 and 5? In order to find the answers to this question, an expert review was conducted, relevant design principles were studied to learn more about usability guidelines and animation for children, a prototype was created and iterative participatory tests were conducted with children of the same age as the target audience. These methods showed that there is a lack of usability guidelines when it comes to designing usability for a young audience. However, the usage of an expert review method prior to creating an app proved to be an effective way to see different design strategies in action and evaluate them. The participatory tests indicated that the usage of two different gestures is challenging for young children, and that instructions for these two gestures have to be different from one another.

Den kvalitativa studiens syfte var att beskriva och förstå barns kommunikation och interaktion vid användning av iPad. Observationer har skett på tre olika förskolor som aktivt använder iPad i sin verksamhet. Studien har utgått ifrån sociokulturella teorin om att barn lär av varandra i interaktion.   I studiens resultat har det framkommit att barn interagerar när de satt flera barn runt gemensam iPad. Det framkom också att en interaktion sker barn- iPad då barn vid flera tillfällen verbalt kommunicerade med appen. Kommunikationen runt iPaden gick genom det styrande barnet både verbalt och icke verbalt. De icke styrande barnen gav instruktioner till det styrande barnet som de sedan såg på skärmen om det genomfördes. Då verbala instruktioner inte utfördes gjorde barnet en icke verbal handling i form av eget handlande.   I diskussionen jämförde vi studiens resultat med teorier och tidigare forskning. Användandet av iPaden i den pedagogiska verksamheten och en närvarande pedagog är av betydelse för att lärande ska ske. Interaktion och kommunikation uppstod i aktiviteten, men pedagogens roll är att utmana barnen. / The qualitative study was designed to describe and understand the child's communication and interaction when using the iPad. Observations have been made on three different pre-schools that are actively using the iPad in their activity. The study has been based on the socio-cultural theory that children learn from each other in interaction.   The results of the study have revealed that children interact as they sat several children around common iPad. It also emerged that an interaction occurs child - iPad when children on several occasions verbally communicated with the app. The communication around the iPad went by the governing child both verbally and nonverbally. The non-steer kids gave instructions to the governing child, which they saw on the screen if it was implemented. When verbal instructions were not carried out did the child a nonverbal action in the form of own actions.   In the discussion, we compared the results of the study of theories and previous research. The use of the iPad in the educational activities and having a currently teacher are important for learning to happen. Interaction and communication emerged in the activity, but the educator's role is to challenge kids.

The aim of this essay is to investigate whether the role of the teacher and the teaching in the classroom is affected when the Ipad is introduced in an one-to-one situation, and if so how these effects occur. Previous research show that the introduction of new technology in education offers hope of a more effective way of learning but that this at the same time leads to challenges for traditional ways of teaching and traditional views on knowledge (Säljö &amp; Linderoth (red.) 2009, Erixon (red.) 2014). The method used is a qualitative interview in combination with observations used as a complement to the interviews. Four teachers working on an upper secondary school have been interviewed and one lesson in English taught as a foreign language and one lesson in social science have been observed. The results show that the use of Ipad changes how the teachers relate to and use the teaching material, as all material can be gathered in the Ipad and accessed at all times and can also be shared with the pupils. The Ipad also makes it easier for the teachers to offer pupils individual instructions which the teachers view as positive. In addition, the Ipad enables a change in regards to the pupils as they switch from being users to becoming producers in the use of the Ipad which in the teachers’ opinions offers more profound ways of learning.

The purpose of this study is to investigate if the integration of ipad as a tool can promote children´s reading development with focus on whether the ipad as a tool for reading aloud to 4-5 yers old can serve the cause. Iused a case study with semi structured interviews and observations.But in order to avoid a staged situation during observation i chose to look at reading aloud at naptome as it is a situation that happen daily. The result of this study points out that the ipad can be a tool for reading development when reading aloud as interaction between children-children and educator-children occurs. All education in the study seemed to have the purpose of using the ipads at naptime but nobody seemed to have really reflected on their purpose since the old tradition of resting at naptime was lingering. They are heading into a world of change.

Denna uppsats kommer undersöka om det finns ett samband mellan läsförståelse och läsupplevelse på surfplattan iPad. Det kommer att försöka fastställas om läsförståelse är bättre på iPad eller papper, och om deltagarnas egen läsupplevelse reflekterar deras läsförståelse vid läsning av en kortare text. Hypotesen i uppsatsen var att deltagarna antog att den traditionella läsning på papper var bättre än läsning på Ipad, vilket inte nödvändigtvis stämmer. Det undersöktes även om användarvana hade någon inverkan på läsförståelsen på iPad. I undersökningen fick målgruppen, som bestod av medieteknikstudenter, läsa två texter och därefter svara på tillhörande frågor, en text på papper och en på iPad. Texterna var lånade från Högskoleprovets LÄS-del. Efter läsförståelseprovet hölls en intervju för att undersöka deltagarnas subjektiva uppfattning av läsningen. Resultaten visar att deltagarnas egen uppfattning inte alltid stämde överens med deras läsförståelse. Från undersökningen kunde det konstateras att det inte gick att avgöra om det fanns en skillnad mellan läsförståelsen på iPad och papper. Det upptäcktes inte något distinkt samband mellan användarvana och bättre läsförståelse på iPad. / This essay will investigate if there appears to be a connection between reading comprehension and the subjective reading experience on the tablet iPad. It will try to determine if reading comprehension is better on the iPad or on paper, and if the participants own perception of the reading will reflect their comprehension when reading a shorter text. The hypothesis in the essay is that the participants assume that reading the traditional way on the paper is better than on the iPad, which may not be correct. It will moreover appraise if the participants experience from the iPad is correlated to their reading comprehension. The theory is assayed by letting the target group, media technology students, read two texts and answer related questions. One text is read on the iPad and the other on paper to evaluate the results. The texts are chosen from the Swedish Scholastic Aptitude. After the participants read the two texts an interview was held to examine the participant’s subjective perception of the reading. Results show that the participants own perception does not always correspond to their reading comprehension. The study came to the conclusion that it is not able to evaluate if there is a difference in reading comprehension between iPad and paper. No distinct connection was found between earlier iPad experience and better reading comprehension.