One-to-one computer projects are getting more and more common in European schools, for example in Italy, Portugal, France, Spain, Turkey and Germany (European Schoolnet, 2011; The Worldbank Group, 2011), as following the trend of education in USA (Maine Learning Technology Initiative, 2010). A recently published systematic research review (Fleischer, in press) on one-to-one (one computer per pupil and teacher) projects shows that pupils do spend much time on computers in one-to-one projects (Grimes & Warschauer, 2008), and that computers are highly appriciated. Previous research do also show that the computers are mostly used to explore information, to produce material by using word processors and powerpoint, and to communicate electronically (Fleischer, in press; Penuel, 2006). Previous research also indicates that the pupils sense of self-regulation in studies are increasing, as well as their motivation for studying (Maninger & Holden, 2009).

However, the mentioned research review (Fleischer, in press) indicates that there is a lack of knowledge on how one-to-one affect the way pupils interpret knowledge tasks in school, how they approach knowledge tasks and how one-to-one computer projects affect qualities in formed knowledge.  

The proposed study will therefor research qualities in formed knowledge in one-to-one settings. The research questions for the study are:

·      Which are the variations of quality in formed knowledge that takes place due to the one-to-one setting?

·      How is interpretation of the knowledge task conducted in one-to-one classrooms?

·      What strategies do the pupils use to solve knowledge tasks in one-to-one classrooms?

European Schoolnet. (2011). Educational Netbook Pilot Retrieved 2011-11-14, 2011, from http://www.netbooks.eun.org/web/acer/about Fleischer, H. (2011). Towards a Phenomenological Understanding of Web 2.0 and Knowledge Formation. Education Inquiry, 2(3), 535-549. Fleischer, H. (in press). What is our current understanding of one-to-one computer projects: A systematic narrative research review. Educational Research Review. doi: http://dx.doi.org/10.1016/j.edurev.2011.11.004 Grimes, D., & Warschauer, M. (2008). Learning with Laptops: A Multi-Method Case Study. Journal of Educational Computing Research, 38(3), 305-332. Gurwitsch, A., Zaner, R. M., & Embree, L. E. (2010). The field of consciousness : phenomenology of theme, thematic field, and marginal consciousness. Dordrecht ; New York: Springer. Maine Learning Technology Initiative. (2010). About MLTI Retrieved 2011-06-09, 2011, from http://www.maine.gov/mlti/about/index.shtml Maninger, R. M., & Holden, M. E. (2009). Put the Textbooks Away: Preparation and Support for a Middle School One-to-One Laptop Initiative. American Secondary Education, 38(1), 5-33. Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, N.J.: L. Erlbaum Associates. Penuel, W. R. (2006). Implementation and Effects of One-to-One Computing Initiatives: A Research Synthesis. Journal of Research on Technology in Education, 38(3), 329-348. The Worldbank Group. (2011). 1-to-1 educational computing initiatives around the world, from http://blogs.worldbank.org/edutech/node/558