Abstract:
This paper provides insight into the contextual conditions that regulate and shape successful implementation of information and communication technologies (ICT) in students' learning. It presents a case study illustrating how ICT may be cultivated and adapted into teaching activities in primary schools in Norway. The first part of the paper describes the context of teaching ICT in schools in Norway, in particular in light of the reform of the national curriculum in 2006. To guide our analysis, we use the notion of domestication as a framework for understanding the adoption of ICT in a school context. The analysis of the empirical data describes how teachers and students adapt ICT, in particular LMS, to accommodate local needs and to implement practices that support learning activities in the classroom. The findings are discussed in relation to the manner in which society incorporates ICT in a variety of areas.
