Designing collaborative activities using technology in the classroom is seen as a way of improving the processes involved in learning and communication. With the dawning of tablet technology, such as iPads, these designs are becoming more complex and successful in nature; in particular, the use of frameworks of constraints on learning (eg SCoSS). My project involved three separate studies:

• investigating the potential of technology in supporting peer interactions in school environments (atypical and typical children)
• does the technology have the potential for mediating parent-child interaction at home during the summer break in a way which is noticeable when children return to school?
• and lastly its potential in the practice and policy of inclusive education and measurements of academic achievement

This research is also inspired by the practical problem noted by many in education that children drop one grade level on average over the summer months.