ABSTRACT
The iPad device came to the European market as recently as March 2010 but schools in Scandinavia have already implemented these devices and teachers are very enthusiastic to use iPads. This research explores teaching in iPad-classrooms. Specifically, how do teachers in Danish schools use iPads in their classrooms and for what purposes? For example, is the iPad only a textbook substitute or do the teachers create new didactical approaches, and if so, which ones? Classroom observations and qualitative data were collected in Odder municipality (Denmark) where 200 teachers and 2,000 students aged six to sixteen use iPads in classrooms. Based on the theoretical framework “iPad-Didactics,” we describe two ways in which the iPad can be used in classrooms that could be helpful to others engaged in implementing iPads, in designing teaching and learning in teacher education, and in the use of mobile devices and educational apps in classrooms. In addition, the results show new forms of pedagogical concepts for education like transformative learning and complex learning supported by mobile ICT and interactive media and learning (IML).
