This paper is the second part of a study where the first part was written as a literature review on digital learning at school. In this second part the paper focuses on digital schoolbooks and their use in foreign language teaching, an area that has not been researched yet. Multimedia, interactivity and interaction are terms connected to learning with digital schoolbooks. These books aim to cover all a subject’s contents leading up to pupils using different multimedia features through a learning process. Previous findings indicate that using digital tools help to individualize teaching by supporting children’s individual needs in learning. This paper concerns on teachers and producers’ purposes and experiences in using the digital schoolbooks in foreign language learning in Swedish primary and secondary schools. The paper presents the results of interviews with four teachers and a publishers’ staff member. The main conclusions are that multimedia learning promotes effective learning and that teachers wish to increase their influence in practical terms in order to improve the books effectiveness in teaching contexts. / <p>Tyska</p>

This paper is a literature review exploring previous research on digital learning at school and the competence required both of teachers and pupils. Furthermore, it aims to point out advantages and disadvantages of digital tools in teaching at school by focusing on foreign language teaching. Previous studies indicate that using digital tools in school help to individualize teaching in order to consider the pupils’ individual needs in learning. Recent studies document as well that the teachers’ well-conceived teaching designs are important for target-aimed learning success. According to referred literature should teaching with help of media not replace the teacher in class but rather accompany it. There is however not much research related to digital multimedia schoolbooks which aim to cover all content in a subject. This paper presents two digital schoolbooks for German at Swedish schools in reference to underlying didactic parameters and in comparison, to digital tools. The paper refers both German and Swedish perspectives on digital learning. Finally, the paper deals with the question how far school providers are prepared to implement digital learning at school in order to fulfil their own ambitions.