When all teachers and learners in a municipality are given a tablet, challenges for the daily work in education will arise. Especially in this researched context, since the project is one of the largest at the time in Europe and the first municipality to use the tablets at such a scale for more than 3 years. In other words, when this municipality where developing their digital literacy through a 1:1 tablet project, there where no similar experiences to learn from. It was very much as Luciano Floridi puts it; they were in practice “building the raft while swimming.” (Floridi, 2014). 

Initially, technical viewpoints dominated the discussions of the uptake and use of the technology and obstacles for the planned education occurred like problems with synching devices and downloading apps to several children at a time. Other distractions could be social or gaming activities and other kinds of off-task behaviours as being recognized in Willocks and Redmond (2014, p 403). 

However, when the municipality had moved into a mind-set of taking the technology for granted and obstacles of the distracting kind where overcome, it was time to ask; What kind of learning is going on in an advanced tablet project and how can the learning itself be evaluated and related to the use of tablets? With this main research question in mind this research emanates from 207 children’s statements about learning situations as the driving force in the exploration of how a 1:1 tablet project can be evaluated from pedagogical and organisational viewpoints. 

The context of the study is a large-scale 1:1 tablet project in a Danish municipality, one of the most comprehensive in Europe that started during 2011. 7 schools are part of the project, from preschool-class to grade 9, and it includes around 170 teachers and 2,000 pupils aged 6-16. The schools launched tablets (iPads) for all students in January 2012. In that time the teachers had gotten the tablets 3 month earlier. The project is in this research understood as an advanced tablet project. 

This study is preceded by studies from both the teachers and the learners’ perspectives of the 1:1 tablet project (Jahnke et. al 2014, Norqvist et. al 2014).  Based on experiences from the research presented in former articles, the objective in this research is to explore a methodological framework called Learning Centred Evaluation that can be useful for organisations in the position of evaluating or implementing ICT in education. The results of the research will inform stakeholders on a micro-level (the learners and learning facilitators), meso-level (the municipality organisation for education) and on a macro-level (decision takers of policy for ICT in education). 

Following the aim of this study, the theoretical approach of Group cognition (Stahl, 2010) is used to understand the learning culture of the organisation from the individual, group and culture perspective. In the Group cognition theory, utterances are the unit of analysis, which complies with this research where the learners´ utterances about learning are the units that are analysed. The analysis of what the learners express as learning is presented in themes, similar to Norqvist et. al 2014, but the focus for this article is not the themes.  The focus is firstly; the connection to the municipality framework called ‘The Learning House’. ‘The Learning house’ builds on a foundation of a pedagogical model - the LP-model (Læringsmiljøsenteret, 2015-02-01), System theory (Luhmann, 1995) and the learning theory of Constructivism (Vygotsky, 1986). ‘The Learning House’ represents the organisational perspective that guides the tablet project from a pedagogical perspective. Secondly, the learning is described in relation to how the municipality is organising the 1:1 tablet project.

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