Researching Students across Spaces and Places: Capturing Digital Data 'On the Go'
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| Title: | Researching Students across Spaces and Places: Capturing Digital Data 'On the Go' |
|---|---|
| Language: | English |
| Authors: | Falloon, Garry (ORCID |
| Source: | International Journal of Research & Method in Education. 2018 41(1):53-68. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Elementary School Students, Electronic Learning, Technology Uses in Education, Handheld Devices, Educational Innovation, Instructional Effectiveness, Barriers, Ethics, Information Technology, Data Collection, Educational Research, Data Analysis, Video Technology, Computer Oriented Programs, Problem Solving, Educational Strategies |
| Geographic Terms: | New Zealand |
| DOI: | 10.1080/1743727X.2016.1219983 |
| ISSN: | 1743-727X |
| Abstract: | Criticisms have been levelled at e-research that limited knowledge has been produced helpful for guiding educators in using digital tools more effectively for teaching and learning. This issue has become more acute with the emergence of mobile devices that enable learners to transition across different learning spaces and times. Traditional data methods are challenged to adequately capture the dynamic and collaborative exchanges occurring in flexible, technology-saturated environments, such as Bring Your Own Device or innovative learning environments (ILEs). This article details the development and use of an innovative digital data system in a series of studies exploring elementary students' learning using iPads in two ILEs in a New Zealand school. It explains the system, and evaluates its efficacy for capturing data representing use of the devices across learning spaces and tasks. While the system was highly effective, a number of barriers to its use existed. Ethical challenges were also encountered, and difficulties experienced managing and working with the volume of data produced. Although yielding high-quality data, it is up to individual researchers to assess for themselves the pros and cons of using a system such as described in this article, given the resources and time at their disposal. |
| Abstractor: | As Provided |
| Number of References: | 28 |
| Entry Date: | 2018 |
| Accession Number: | EJ1167682 |
| Database: | ERIC |
| Abstract: | Criticisms have been levelled at e-research that limited knowledge has been produced helpful for guiding educators in using digital tools more effectively for teaching and learning. This issue has become more acute with the emergence of mobile devices that enable learners to transition across different learning spaces and times. Traditional data methods are challenged to adequately capture the dynamic and collaborative exchanges occurring in flexible, technology-saturated environments, such as Bring Your Own Device or innovative learning environments (ILEs). This article details the development and use of an innovative digital data system in a series of studies exploring elementary students' learning using iPads in two ILEs in a New Zealand school. It explains the system, and evaluates its efficacy for capturing data representing use of the devices across learning spaces and tasks. While the system was highly effective, a number of barriers to its use existed. Ethical challenges were also encountered, and difficulties experienced managing and working with the volume of data produced. Although yielding high-quality data, it is up to individual researchers to assess for themselves the pros and cons of using a system such as described in this article, given the resources and time at their disposal. |
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| ISSN: | 1743-727X |
| DOI: | 10.1080/1743727X.2016.1219983 |
