Innovation in Language Learning
“I’ve never had so much fun at school”: Using Tablets in the Language Learning Classroom
Bård Ketil Engen, Oslo and Akershus University College, Faculty of Teacher Education, Norway (Norway)
Tonje Hilde Giæver, Oslo and Akehrshus University College, Faculty of Education, Norway (Norway)
Louise Mifsud, Oslo and Akershus University College, Faculty of Education, Norway (Norway)
Abstract
In this paper we present findings from an on going study of the use of tablets (iPads) in a third grade primary classroom, focusing on storytelling, in particular fairy tales. We raise the issue of how and why tablets support language learning with regards to grammar, spelling, understanding of genre and text development. We analyse this from a socio-cultural approach (Vygotsky 1978; Wertsch 1995, 1997, 1999; Säljö 2006), focusing on tool-mediated language learning.
In this study, pupils were equipped with iPads, and had been using iPads since their first grade. In working on their fairy tales, pupils worked in groups of five. Prior to starting to work on their story the pupils had read several classical fairy tales, both Norwegian and other, looking for typical fairy tale characteristics. Pupils first created characters using wooden spoons in their creative art lessons. In their Norwegian language lessons the students discussed the characteristics of the character they had created, such as an evil prince, or a good witch. Teacher put the groups together according to characters in the story as well as based on pupils’ abilities. The pupils created fairy tales using the app Book Creator. The pupils were to write within the fairy tale genre, making use of phrases such as “Once upon a time” and “they lived happily ever after”.
We observed and recorded the whole trajectory of the story development, which lasted a week, using video as well as field notes. There were two to three researchers in the classroom. The observations were followed up by recording the pupils’ presentations of their story and interviewing the teacher as well as in-situ interviews with the pupils.
In order to analyse our findings we use interaction analysis (Jordan & Henderson 1995). We observed pupils discussing to how the text should develop as well as spelling and grammar. Our findings indicate that the learning activities were characterised by reciprocal as well as complementary interaction between pupils, technology and text development.
