A Historical Materialist Analysis of the Debate in Swedish Print Media on Mobile Phones in School Settings

Abstract

The use of mobile phones for teaching and learning in schools has been a controversial matter. In this paper the debate in two Swedish newspapers on the use of mobile phones in schools is analysed using a historical materialist framework. The results are discussed in relation to contemporary research on mobile learning. The analysis reveals that the debate has been a consequence of a conflict of control of the process of learning in schools. Statements from the stakeholders in the debate indicate that it primarily has been a conflict between those who rule school, the legislators, and those who are ruled, the school staff and the pupils. Knowledge of this could contribute to the understanding of difficulties occurring when implementing a mobile learning concept in the educational system.