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 & 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 diploma thesis deals with learning styles of learners in English language teaching namely in one-to-one courses. The theoretical part deals with the theory of learning styles which is contrasted with the theory of learning strategies. In the theoretical part it is described how learning styles and learning strategies are classified by different authors. How to identify learning styles of one particular student is explained. Apart from that the theoretical part deals with teaching styles in order to find the relationship between learning styles and teaching styles. One-to-one teaching is described as the research takes place in one-to-one teaching environment. The empirical part of the thesis is based on qualitative research of learning styles namely case studies of 7 students of different levels of English who acquire English in one-to-one courses. Students´ learning styles will be analysed through data obtained from an interview. The author of the thesis will use participant observation and will keep account of learning styles of every particular student. Results acquired from the interview will be compared with results from observation in one-to-one teaching. When students´ learning styles are analysed, appropriate teaching methods and exercises are proposed to satisfy students´ ascertained learning styles.

The thesis is focused on ESP, English for Specific Purposes, namely English for tourism. Another specific feature is that it focuses on one particular student and the preparation of an individual course for him. In this thesis the student's needs are analyzed, the course syllabus is developed and teaching materials are prepared. After the study of the theoretical literature, the needs of the particular student are analyzed in terms of language needs, language skills and intercultural competence. The analysis is carried out through a guided interview and synthesized in a case study. A one-semester course syllabus design is the result of the analysis. In accordance with the syllabus, the lesson plans containing specific topic, aim, language skills, language sub-skills and teaching materials are created.

Bakgrunden till detta självständiga arbete ligger i mina erfarenheter av instrumentalundervisning i den svenska kulturskolan tillsammans med mitt intresse för interaktion mellan lärare och elev i likväl en-till-en-undervisning som gruppundervisning. Kulturskolan har gått igenom många förändringar genom historien. Ett tämligen färskt exempel på detta är en statlig utredning (SOU,2016:69) där gruppundervisning rekommenderas som norm för all musikundervisning i kulturskolan till skillnad från den mer traditionellt använda en-till-en-undervisningen.Studien syftar till att belysa hur instrumentalundervisning i kulturskolan kan ta sig uttryck och hur det kan förstås ha för betydelse för den enskilde elevens lärande. Genom ett kvalitativt metodval i observation och stimulerad intervju, framgår hur interaktionsmönster och iscensättning av instrumentalundervisning kan förstås påverka elevers lärande. Även uppfattningar om grupp- och enskild undervisning och iscensättandet av dessa undervisningsformer lyfts fram. Med socialsemiotiska begrepp och modeller som analysverktyg framgår av studiens resultat hur läraren i detta fall är den som styr lektionerna till i hög grad och elevernas påverkan och utrymme för eget initiativ är liten. Lektionerna var fokuserade kring att lära sig stycken på fiol enligt lärarens instruktioner och riktande av uppmärksamhetsfokus, med noter som huvudsakliga utgångspunkt. Lärarens verbala kommunikation var den betydande delenav all kommunikation som skedde under lektionerna och elevernas interaktion med varandra var nedtonad. Av lärarens beskrivningar framgår uppfattningar om att utveckling av elevernas analytiska förmåga när det kommer till inlärning via notläsning och speltekniska färdigheter är av stor vikt. Av resultatet framgår även uppfattningar om att kravet på gruppundervisning kan vara hämmande både för lärare och elever och en önskan om en kombination av enskild- och gruppundervisning framgår. Resultaten av föreliggande arbete liknar generellt andra studiers resultat om enskild- och gruppundervisning i kulturskolan och uppfattningar om hur kulturskolans mål påverkar praktiken. I vidare forskning föreslås att större vikt läggs vid elevernas perspektiv på detta ämne för att få en bättre förståelse och uppfattning om deras upplevelser och tankar. / The background to this thesis lies in my experiences of instrumental teaching in the Swedish voluntary cultural school (Kulturskolan) along with my interest in teacher-student interaction in both one-to-one-teaching and group teaching. The cultural school has been through a lot of changes historically. A recent example of this is a governmental investigation (SOU, 2016:69) recommending group teaching as a norm as opposed to the traditional one-to-one-teaching.The study aims to shed light on how instrumental teaching in the cultural school can take formand how it can be understood to have significance for the individual student's learning. Through qualitative methods as observation and stimulated recall interview, it is made clear in the results how patterns of interaction and design of the lessons can be understood to affect students' learning. Perceptions and comparisons of group teaching and one-to-one-teaching are also highlighted. With social semiotic concepts and models as analysis tools, it is clear from the results of the study how the teacher in this case is the one who primarily controls the lessons and the students' influence and the scope for their own initiative is minimal. The lessons were focused around learning pieces on the violin according to the teacher's instructions and directions of the students focus of attention, with sheet music as the main point of focus. Regarding interaction the results showed how the teacher’s verbal communication appeared to dominate communicationduring the lessons and the students' interaction with each other was downplayed. The teacher's descriptions show perceptions that developing the students' analytical ability when it comes to learning via music reading and playing technique skills are of great importance. The results also show the teacher’s opinions of how the requirement for group teaching can be inhibiting for both teachers and students and a desire for a combination of individual and group teaching is evident. The results of the present work are similar to general results of other studies on individual and group teaching in the culture school, and opinions and experiences of how the goals of the culture school affect teaching in a real-world scenario. In further research, it is suggested and emphasized that students' perspectives on this subject are considered in order to gain a better understanding and perception of their experiences and thoughts.