UNGMODs intercrit 2011

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  • Project 3 is based an project 1 and 2, and is a project that is developed together with the students and their teachers and is in connection with gender issues. During part 1 and 2 of the project we realized that there were strong gender issues that came to the surface - and the result is presented in a written report
  • The focus in my presentation is about one of the metodology to colected data that we used under de forsth part of the project an which we called …”young people as …”
  • Y para lograrlo un camino podia ser el que los jovenes fuesen .co -reserchers
  • Från skola: Att vi får se vad eleverna gör Skola och fritid: Att eleverna berättar vad de gör Eleverna som co-researcher: Att de hjälper oss att undersöka vad andra unga gör
  • And tehe difference betwn - Critical thinking -
  • - They use our (the researchers) concepts and vocabularies bath what is child perspective? - when the students interviewing and interpreting the material they have gathered themselves, we (researchers) their perspective on the situation we are studying As the investigation is done within the school framework students can see the work as a school assignment. -Young people from secondary school accepts the work as part of the compulsory school and participate and get involved in any situation in which they have been "co-researchers' -Young people from the Upper Secondary School does not have the mandatory and did not show the same commitment and interest -Genom att vi analyserade datan under projectetsgång kunde vi vara flexible under forskningsporocessen och anpassa datainsamling olika tekniker för att kunna kompletera

Transcript

  • 1. UngMods Research projectYoung People and Multimodal Expression-The use of digital media for expression and reflection Staff: Ana.Graviz@sh.se, Patrik.Hernwall@sh.se , Annika.Lindkvist@sh.se Mats.Nilsson@sh.sePartners: Botkyrka municipality (Botkyrka kommun) and School of headmaster (Rektorsakademien) Funded by The Knowledge Foundation: KK-stiftelsen
  • 2. AimThe aim of the project is to study howyoung people (13 to 17 years old) use ICTin formal and informal everyday learningsituations, focusing on how multimodalexpression support the learners criticalreflection on learning, knowledgedevelopment and self development
  • 3. Ung Mods has three subprojects1- How are digital media used in school?2- How are digital media used in leisure time?3- How can digital media be used to support other kinds of literacies than the written text?
  • 4. UngMods timetable2009/ 1-How are digital media used in school? 2010 / Analysis 1 and started 2-How are digital media used in leisure time? 2010 - 2011/ Analysis 2 and started 3-How can digital media be used to support other kinds of literacies than the written text? 2011/ Analysis “3” and of the entire project
  • 5. Young People As Co- Researchers in developingdigital Media use in Swedish Public Schools and in their leisure time
  • 6. Challenge• Finding the authentic voices of the children• Making the children/pupils co - researchers
  • 7. Data collection• Young people as co - researchers (experience)• Observations• Interviews• Access to the students computers and hard drives
  • 8. Research seminar with the children (2009)What is research? Quantitative andQualitative research. What is to know?Exemple of topics• Research Ethics, Anonymity• Data collecting: Interviews,Observations,• Data Analysis
  • 9. What is research? What is to know?
  • 10. Workshops with the pupilsData collection (method course??)• From school: that which we see the students do.• School and leisure time “free time”: the students tells us they do.• Reflection on the realisation of the workshops exercises.• Reflection on the interpretation of the data.Students as co-researchers:they help us to study what other young people do.
  • 11. Observations• Place, date, and time.• Describe the environment / place.• Describe what happens.• How do you interpretate/understand what happens?• Why do you interpret/understand this so?
  • 12. Young people as co-researches Preliminary Conclusions– Learning process • Critical thinking: The pupils became more aware of the difference of to see- documentation- interpretation • Learn from the young staff: the senior researchers learn from the young co-researchers and get access to the concepts of the youth and their understanding of the phenomenon studied • different perspectives and contexts are compared: • youth - adults - teachers • school - “free time” /leisure time
  • 13. • Mandatory or compulsory school• Secondary school children do the exercises as a school assignment.• The children in the upper-secondary school show resistance in doing the exercises.We interpret the reason for this is that theupper-secondary school is not compulsory andthey can choose want they want to do. Primaryschool teacher’s are more engaged/involvedand this effects the students involvement.
  • 14. What is the childs perspective? - Problems /challenges for the researchers -• Childrens perspective: Did we get the childrens authentic perspective?• Data collection: How to create interesting pedagogical situations and learning environments without intervening?