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Numrering	Referens	Omslagsbild	Hitta
1.	Andersson, Annika, 1968-, et al. (författare) Emerging Collaborative and Cooperative Practices in 1:1 Schools 2016 Ingår i: Technology, Pedagogy and Education. - : Routledge. - 1475-939X .- 1747-5139. ; 25:4, s. 413-430 Tidskriftsartikel (refereegranskat)abstract In this article, the authors explored how laptops used in 1:1 classrooms affect cooperation and collaboration practices. Based on an observational time study, the authors found that the most common activity in 1:1 classrooms is group work using the computer. They also found that, despite what the concept 1:1 alludes to about one student working with one computer, most laptop use takes on other forms such as two students working with one computer (1:2) or two students working together using two laptops (2:2). The findings reported in this article about the various different collaboration arrangements have implications for both research and practice. For practice, because teachers can arrange activities based on an awareness of the different student–laptop constellations that emerge when students are given a laptop. Research is likewise informed about the various group work constellations and can build on this knowledge for further analysis of the pros and cons with the different collaborative forms.

Andersson, Annika, 1968-, et al. (författare)
Emerging Collaborative and Cooperative Practices in 1:1 Schools
2016
Ingår i: Technology, Pedagogy and Education. - : Routledge. - 1475-939X .- 1747-5139. ; 25:4, s. 413-430
Tidskriftsartikel (refereegranskat)abstract
- In this article, the authors explored how laptops used in 1:1 classrooms affect cooperation and collaboration practices. Based on an observational time study, the authors found that the most common activity in 1:1 classrooms is group work using the computer. They also found that, despite what the concept 1:1 alludes to about one student working with one computer, most laptop use takes on other forms such as two students working with one computer (1:2) or two students working together using two laptops (2:2). The findings reported in this article about the various different collaboration arrangements have implications for both research and practice. For practice, because teachers can arrange activities based on an awareness of the different student–laptop constellations that emerge when students are given a laptop. Research is likewise informed about the various group work constellations and can build on this knowledge for further analysis of the pros and cons with the different collaborative forms.

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