Students’ experiences of their knowledge formation in a one-to-one computer initiative

ABSTRACT

The research on one-to-one computer learning settings shows what students do while using computers and how much they use them. It is believed that students are highly motivated by having computers of their own and show improved grades, but few studies can confirm this belief. This study investigated the experience of knowledge formation amongst pupils in upper secondary school in Sweden during a one-to-one computer-based task. The theoretical and methodological framework stems from Interpretative Phenomenological Analysis, IPA. The analysis generated eight categories of statements, grouped into two themes: “Experience of processing the knowledge formation” and “Experiences of tool-handling”. The article concludes with a proposal for how to expand on the students’ experiences, allowing for deeper learning from one-to-one computer-based paradigms.

KEYWORDS:

• One-to-one
• learning experience
• IPA
• knowledge formation

Additional information

Notes on contributors

Håkan Fleischer

Håkan Fleischer is senior lecturer at Linnaeus University. His main research interests lays in conditions for knowledge formation while using ICT, and how the identity of schools and preschools is staged and created using social media.