Main Article Content

Abstract

This article presents and discusses results of empirical research conducted during two school semesters in primary schools in Poland. This study, using a qualitative approach, aims at the tracing of the process of the implementation of tablets into the didactic design in primary schools and changes in the emergent teaching and learning practices. The results show the dominant didactic schemes developed by early education teachers, which are progress, tension and regress.

Keywords

wczesna edukacja nauczyciele technologie mobilne praktyki nauczania i uczenia się uczeń early education teacher mobile technology teaching and learning practices student

Article Details

How to Cite
Kopciewicz, L. (2019). Does the Emergence of Mobile Technologies in the Classroom Mean Change? Digital Didactic Design as the Research Framework of Educational Technology Integration. INSTED: Interdisciplinary Studies in Education & Society, 22(3(87), 47–69. https://doi.org/10.34862/tce.2019.3.3

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