In the beginning of year 2012 Joensuun normaalikoulu, the University of Eastern Finland’s training school (http://jnor.joensuu.fi/index.php?id=1&lang_id=1), launched an experiment with the School of Applied Educational Science and Teacher Education of University of Eastern Finland. The experiment based on bringing iPads to all students as a tool for their studying and for all the teachers as an aid for their teaching. The first year students of the senior secondary school received iPads at the end of year 2011 and the aim was for the device to become a personal learning tool for the students – to be used in both in and out of school, thus possibly blurring the border between formal and informal learning using one-to-one computing (Chan et al., 2006).

The teachers received iPads earlier in order to get used to the device before they were assumed to begin using iPads in teaching in the beginning of year 2012. The teachers who are the subject in this study are a ‘pilot-group’ of teachers who received iPads first among the school’s staff. The teachers volunteered for this group and also had an intention and will to research and develop the use of iPads in teaching. There are thirteen teachers from nine different subjects in the group.

The aim of the study is to find out how the teachers have used iPad in their teaching during the first year of the experiment. My approach to the study is from pragmatist view and in addition there are phenomenological and phenomenographic aspects in my study. I have not defined a strict theoretical framework for my research as I try to approach the data in a way that is similar to grounded theory. My aim is to find a theory or a model based on the teachers’ view and as the topic in question is relatively new I assume there is a need for such research. However, in the data collection process I have tried to cover certain theoretical aspects and make use of previous studies in ICT in education. These include one-to-one (1:1) computing (Liang et al., 2005; Penuel, 2006; Fleischer, 2012), teachers’ pedagogical thinking (Kember & Gow, 1994; Kember, 1997) and implementation of ICT in education (Ertmer, 2005; Brinkerhoff, 2006; Zhao et al., 2006; Pearson & Naylor, 2006).

Brinkerhoff, J. (2006). Effects of a long-duration, professional development academy on technology skills, computer self-efficacy, and technology integration beliefs and practices, Journal of Research on Computing in Education, 39(1), 22-43. Ertmer, P. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational technology research and development, 53(4), 25 – 39. Fleischer, H. (2012). What is our current understanding of one-to-one computer projects: A systematic narrative research review. Educational Research Review, 7(2), 107-122. Kember, D. (1997). A reconceptualisation of the research into university academics’ conceptions of teaching. Learning and Instruction, 7(3), 255-276. Liang, J. K., Liu, T. C., Wang, H. Y., Chang, B., Deng, Y. C., Yang, J. C., Chou, C. Y., Ko, H. W., Yang, S., & Chan, T. W. (2005). A few design perspectives on one-on-one digital classroom environment. Journal of Computer Assisted Learning, 21 (3), 181-189. Pearson, M. & Naylor, S. (2006). Changing contexts: Teacher professional development and ICT pedagogy. Education and Information Technologies, 11(3-4), 283-291. 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. Zhao, Y., Pugh, K., Sheldon, S. & Bryers, J. (2002).Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.