We present results from 64 Nordic 1:1 iPad-classrooms. The data analysis revealed three clusters: Cluster A (n=23) demonstrated full integration and alignment toward deeper learning that we termed Learning by Crossaction; cluster B (n=21) showed potential for deeper learning but only a semi-alignment of design elements; and cluster C (n=20) revealed irritations and conflicts. The results highlight the different types of designs and implications for meaningful integration of media tablets for learning. Published in: Isa Jahnke, Peter Bergström, Eva Mårell-Olsson, Lars Häll, & Swapna Kumar (2017). Digital Didactical Designs as Research Framework – iPad Integration in Nordic Schools. In: Computers & Education (2017). Volume 113, October 2017, pp. 1-15. http://dx.doi.org/10.1016/j.compedu.2017.05.006 Read more: http://www.isa-jahnke.com/publications/

1. @isaja
iPads in schools –
Digital Didactical Designs for meaningful learning
with tablets
Dr. Isa Jahnke & Dr. Swapna Kumar
AECT - Nov 2017
University of FloridaUniversity of Missouri
Slides online: https://www.slideshare.net/isaja

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We studied over 64 iPad classrooms
(mainly Denmark, Sweden)*
Range of teaching subjects:
Native Language, Math, English, Art, Physics, …
Range of classes (14-25 students):
• preschool classes
• 1st grade, Math
• 1st grade, Natural science
• 2nd grade, Math
• 2nd grade Science
• 3rd grade Danish
• 1st-3rd grade, Danish
• 1st-3rd grade, History, Math, Nature
• 6th grade English
• 6th grade, Music
• 7th grade, Danish
• 8th grade, Danish/Arts
• 9th grade, Physics
• 11th grade, Sport
*We have additional
classrooms from Norway,
Finland, and Missouri
= 100 classrooms

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Classroom
/ School
Classroom
/ School
Digital classroom:
Spaces Merging
We go to school
because of
getting access to learning processes
(learning expeditions)
Twitter, FB,
GroupApps, …
Interactive/Live
Broadcasting, …
Websites,
Blogs, …
and
more
Traditional classroom:
Separation
We went to school
because of
getting access to information
CrossActionSpaces

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Teaching aims / Learning goals
(intended learning outcomes)
Learning
activities
(learning process)
Process-based
Assessment
Criteria/Feedback/guided reflections
(by peers, teachers,
self-reflections)
social relations/roles
Web-enabled
digital techn.
Digital Didactical
Design
--Hudson, 2008
--Jahnke & Kumar, 2014

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Scale (5) (4-3-2) (1)
A. Teaching / learning goals visible… …not
B. Student activities meaningful… …surface
C. Process-based assessment formative… …summative
D. Technology integrated… …no/low extent
E. Relationships/Roles (Humanizing) multiple roles… ...expert only
Digital Didactical Design
Jahnke et al., (2017). Digital Didactical Designs as research framework: iPad integration
in Nordic schools. In Computers & Education

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Social Relations,
Multiple Roles:
From 1 to many &
Student is agent
Learning
activities:
(From shallow to
deep learning)
Teaching goals:
From non-clear to
clear and visible
Outer circle=5
Inner circle=1
From teacher-led lecture based classrooms (inner circle)
to
inquiry-based/meaningful learner-centered practice (outer circle)
Mobile Technology
Integration:
From substitution to
multimodal
Process-based
Assessment:
From summative to formative

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Learning
activities
Process-based
Assessment
iPad
integration
Social Relations,
Roles
Teaching
goals
ID 11 Physics class

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ID 12 creating a digital pres
(geography)
Learning
activities
Process-based
Assessment
iPad
integration
Social Relations,
Roles
Teaching
goals

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ID 19 creating a timeline
Learning
activities
Process-based
Assessment
iPad
integration
Social Relations,
Roles
Teaching
goals

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Cluster A (23) new teaching practice toward meaningful
learning by crossaction; new instructional designs
Cluster B (21) on the way but sticky
Cluster C (20) conflicting, trapped in traditional designs

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DDD is useful for analyzing tablet classroom practices (research):
• Classroom observations reveal meaningful, semi-integrated
and shallow learning.
• (Only) A third of the classrooms achieve meaningful learning
with iPads.
DDD also can help teachers! (practice)
• Schools/teachers can use the DDD coding scheme to evaluate
teaching/learning with tablets.
• DDD developed a new framework that may guide education in
the digital age.
Implications

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