The MA dissertation discusses digital learning tools for students and teachers in primary schools. The author focuses on levels of interactivity of these learning tools. By using comparative analyses, the author describes which levels of interactivity are more prominent, which learning tools belong to which level, was the preparation of learning tools partly financed by the state, what kind of access is needed for accessing these learning tools, which classes have the most learning tools available and what kind of tools were produced for teachers.
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