This text presents and discusses results of empirical research conducted during 3 school semesters (1.5 of school year) in a primary school in Poland. The research focused on the introduction of tablets (iPads) to didactic design and aimed at the observation of learning processes of the entire school community in connection with the appearance of a new educational actor. We used a qualitative research approach, mainly video-ethnography (60 hours of recorded material). This research approach resulted in the identification of maps of teaching and learning practices and their meanings in the changing school field.

Environmental education in primary schools has not built sufficient awareness in formal-informal learning experience. The development of seamless learning is an alternative innovation in building students’ learning experiences. However, there is limited research on its implementation in the learning process in elementary schools with limited mobile technology. Therefore, the purpose of this research was to develop instructional design and learning planning matrices for seamless learning on teachers’ and students’ activities to facilitate formal and informal learning with limited use of mobile technology in elementary schools. Based on the instructional design and learning planning matrices developed, the context reconstruction in a seamless learning design was successfully used in guiding the teachers’ and students’ activities. The limitations of mobile technology in the schools could be replaced with the use of learning laboratories, as well as parents’ support at home. Furthermore, the instructional design and learning matrix developed were feasible, valid, and practical in application in elementary schools. Therefore, the community has a vital role to play in improving students’ learning experiences aside from schools.

The purpose of the study was to identify educational effects of a new learning method that integrates mobile-technology-based science learning with activity oriented discovery learning. The major finding of the study was that the mobile technology-based Science program enabled students to learn scientific knowledge through associated activities and creatively apply their knowledge to complete the mission of the learning. Also, the study found that the use of tablet PCs and SNS for scientific inquiry activities facilitated students to learn in fun ways, to collaborate with other students, and to share what they have learned with each other.