Två lärares erfarenheter av införandet och användningen av IPads på individuella gymnasiesärskolan

Abstract

This study focuses on how, when new technology was introduced, it developed and changed learning. The study was undertaken on teachers, assistents and learners in a special school. How has the use of new technology and with it the learning of new knowledge, competences, thinking and usage, changed the individual program in the special school? What possibillities and problems emerge with the introduction of a new technology? School methods are changing and replaced by others. How are new questions formulated and new ways of thinking about didactics and methological questions faced by teachers in the practice of education?

The purpose of this study is to show how the use of an Ipad brings new pedagogical and didactical questions about learning and ommunication with learners in the individual program in a special school. The research method used are interviews with a longitudinal aspect. The research approach is partly inspired by phenomenological and hermeneutic perspectives. The researcher wants to examine and explore possibilities inspired by a qualitative method. The theoretical framework used is phenomenology, Mishra & Kohlers Tpack-model and Dreyfus & Dreyfus’ model concerning novice to expert skills development.

The conclusion drawn is that Ipad is a very helpful tool in developing communication skills with and multimodal functioning of learners in special education situations.