Nowadays, mobile devices offer a wide variety of features and sensor capabilitiesthat can be applied into everyday problems. This is being used by the commu-nity in order to provide more intuitive tools that facilitate users to tackle theseproblems. In this thesis, I present my work which aims at providing an afford-able, non-intrusive, easy to use and intuitive tool that enables users withoutany musical background to create music collaboratively and enjoy this activityby using NFC enabled mobile devices and NFC tags. I introduce the "Rela-tive Position Awareness" which is utilized to allow users to create a music piecebased on the relative position of the devices. To do that, I implement a proto-type that includes Near Field Communication (NFC) and study whether NFCis a suitable technology for supporting the positioning awareness system. Inaddition, I also study the interactions that occur while users are collaborativelycreating music pieces. I run several user studies that indicate my prototype issuitable for supporting music creation collaborative activities, that NFC pro-vides a high level of accuracy when it comes to support the relative positioningsystem and that the prototype fosters social interaction among the users. Partof the results from this research effort have been presented in Fifth Workshopon Ubiquitous Music (V UbiMus) and can be found in Exploring the potentialof mobile technology for creating music collaboratively [1]

As of autumn 2011, all schools in Sweden have adopted and applied the latest curriculum for the compulsory school system. The following is written in concern to technology: "The school is responsible for ensuring that each pupil on completing compulsory school: [...] can use modern technology as a tool in the search for knowledge, communication, creativity and learning." (Skolverket, 2011, pp.13-14) With this said, there are no guidelines or manuals on how this is to be conducted. In a report from the Swedish Schools Inspectorate it was concluded that the investment in technology is not being used for school education. The education systems keep investing in technology in the belief that schools and teachers will sooner or later adopt and benefit from the use of mobile and ubiquitous technologies. The aim of this study is to “create an understanding of the aspects that have an impact on adopting novel use of mobile and ubiquitous technologies in everyday teaching and learning practices in compulsory schools.” The empirical foundation will be based upon three projects: Geometry Mobile (GeM); Learning Ecology with Technologies from Science for Global Outcomes (LETS GO); and Collaborative Learning Using Digital Pens and Interactive Whiteboards (Collboard). All were conducted at local compulsory schools in Växjö municipality, Sweden, in collaboration with teachers, students and fellow researchers from the CeLeKT research group at Linnaeus University. Two Thematic Analyses have been conducted: the first, an inductive analysis exploring the Students’ and Teachers’ Experience of using Mobile and Ubiquitous Technologies in their learning and teaching environment. The second analysis is deductive and uses themes from the Unified Theory of Acceptance and Use of Technology models with the aim of understanding the Perception and Acceptance of Teachers’ use of Mobile and Ubiquitous Technologies. In the results from the two analyses there are clear indicators on the added value that mobile and ubiquitous technology brings to the classrooms: students are able to actively participate, collaborate and discuss in different learning settings, which enhances their understanding of the subject at hand. The challenges are mainly to be found in the lack of training and education in use of the technology as a supporting tool for teaching and learning. Further factors influencing the teachers and the students are ease of use and reliability of the technology and societal changes. The results of the analysis and the theoretical base of Technology Enhanced Learning have been illustrated with Soft Systems Methodologies Rich Picture, providing a holistic view of the problematic situation and making it possible to discuss the various parts as well as the situation as a whole. This study indicates that there are several factors influencing the adoption of the novel use of mobile and ubiquitous technologies in everyday teaching and learning within a complex situation on different levels.