Norwegian students using digital artifacts in project-based learning

Discussion about information and communication technologies in education are often conducted at a general level. To increase understanding about new technologies and learning it is necessary to be more specific about what kinds of tools are being used and how they are related to knowledge construction by students within specific subject domains. Three Norwegian cases studies are reported so that different school cultures on how the learning environments are implemented are exposed. One important conclusion from the cross-case analysis is the diversity among cases. What is the added value or changes that these technologies represent? Within a Norwegian context the paper shows how technology contributes to the design of new learning environments and how it might stimulate knowledge construction among students.