During recent years, many schools have started to implement information and communication technologies (ICTs)-based learning devices (such as laptops, tablets, mobile phones, and active boards) in the classroom settings in order to increase learning outcomes. The aim of this study is to find which activities and outcomes are evident in the usages of computing devices and how those devices aid elementary-level students in their learning activities. The study includes five overt participant observations at some schools in a Swedish municipality including unstructured interviews and explains the findings through activity theory and the Alberta Education Framework for Student Learning . The major activities found were dealing with the (1) educational application assignments, (2) storytelling, (3) report writing and (4) practical interaction assignments. We concluded that ICTs aid students in becoming more concentrated, focus driven, engaged and amused, thus learning becomes more interesting.