ABSTRACT
A dominant social narrative has emerged that tablets are the ultimate example of device intuitiveness and the antithesis of the complexity of other digital media. The link between tablet use and learning follows a long history of the use of technology in formal learning environments such as schools. Rooted in Luhmann's and Suchman's theorizations, this chapter considers learning to emerge from a dialogic process – that is, learning is the product of back and forth interaction that occurs in user-tablet communications. Research studies on Mobile Learning (m-Learning) identify several areas where tablets are being used in schools, including as a means for obtaining exam results, platforms for watching lectures using mobile video, access to information repositories when researching topics and for playing educational games. Teachers and others have encouraged student tablet use – many believing in the intuitive nature of the devices as promoted by marketers.
