The Physicality of Technological Devices in Education: Building a Digital Experience for Learning

Technological devices are being rapidly adopted into schools for education, but we have limited understanding of the value and ways through which the devices can benefit learning. As opposed to research placing the value of these devices in terms of digitality, we make use of theories of embodiment to under-stand how the physicality of the devices can support learning and sensemaking. We conducted a month-long study to collect data on students´ strategies, patterns, attitudes and behaviors toward the use of a suite of devices, for the completion of a course assignment. Themes uncovered include the objectification of information, the immediate awareness of possibilities, an expectation of interaction, coherence of interaction and territorialization of technology spaces. We present a model for the role of physicality of devices with regards to educational activities, and argue for the need to construct a digital ecology to provide a cohesive experience of learning.