The purpose of this thesis in the masters program in ICT and Learning is to describe and analyse the learning potential inherent in the use of iPads in a special educational and inclusion-related teaching optics.
iPads is seen by many as the technology that has at lot of potential, but it has not yet been investigated if the learning potential is as expected.
This thesis involves theorists Etienne Wenger, Hilde Hiim & Else Hippe, Susan Tetler, Karin Tweddell Levinsen, Jeppe Bundsgaard, Donald Norman and Tim Brown as interpreted in a constructivist theoretical framework.
Empirical data in this thesis, is rooted in Design Thinking, and implemented within the framework of action research, which is conducted on the method of future workshops.
Data are generated through observations, interviews and current feedback from project participants.
The pupils, who receive special needs education in the classes of this thesis, are all pupils with ASD and ADHD- like difficulties. That is difficulties with attention, communication, stereotyped behavior and impulsivity.
Through a didactic, special educational and learning-analytical review an unresolved learning potential is concluded. Offering teachers a room for common reflection can launch this potential.
It is also concluded that iPads will not address all the challenges, both primary and special education is facing.