  This study investigates how an urban, high school physics class responded to
the inclusion of a classroom set of iPads and associated applications, such as
screencasting. The participatory roles of students and the expressions of their
relationships to physics were examined. Findings suggest that iPad technology
altered classroom norms and student relationships to include increased student
agency and use of evidence. Findings also suggest that the iPad provided a
connection between physics, social status, and play. Videos, observations,
interviews, and survey responses were analyzed to provide insight into the
nature of these changes.
