One tablet, multiple epistemic instruments in the everyday classroom

Abstract

Grounded in the analyses of 23 semi-structured interviews and 31 field notes from classroom observations, this study scrutinizes the relationships that teachers and learners entertain with/through the tablet in their process of technology appropriation in the classroom. The results reveal that, on the one hand, the learners elaborate a variety of instruments from their interactions with the tablet and, on the other hand, that the teachers’ appropriation plays a central role in configuring a creative, critical and participatory pedagogy in the contemporary classroom.