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.
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