This thesis presents a case study of technology acceptance of iPad as a classroom tool. The study spans an eleven months period within the context of a rural Norwegian elementary school. Six iPads were introduced into classroom information ecology of a fourth grade class. Through ethnography-based observations, workshops, questionnaires and interviews, changes in the classroom information ecology are documented.In cooperation with the teacher, some parts of the curriculum have been adapted to this new platform. Observations were made around the use of iPad both in the classroom setting as well as at home for the purposes of learning, entertainment and socialization.