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1.
ABSTRACT

This article explores the ethical complexities of involving children in research in the contexts of their families, schools and communities. We argue for an approach that is dynamic, reflexive, responsive and informed by an understanding of how local cultures impact on and shape negotiations and practices around ethical issues and processes. We use different sociocultural lenses to analyse the complexities of ethical processes and practices at the beginning of a research project which explored children’s informal and everyday learning. The article contributes to ethical debates about involving children with research through foregrounding the multiplicities and complexities that emerge when researchers are attentive to the practices and values of the settings that children’s and researchers’ lives traverse.  相似文献   

2.
ABSTRACT

Ethical issues involving young children in research are complex and individual to each child, requiring the researcher to be reflexive and aware of the nature of the child’s participation. This paper draws on the experiences of 16 5- to 7-year-old children, transitioning from kindergarten to first grade in Chile as reported by them through visual participatory research. Integral to the ethical principles were the use of a visual participatory design, a listening framework and the child’s rights perspective. In order to be faithful to the research design proposed, different ethical guidelines were revised and followed to ensure protection, anonymity, the right to withdraw and privacy to the children deciding to get involved in the research process. Essential to this work was recognising the child as the most knowledgeable agent in her/his own experiences in order to minimise issues of power and increase children’s awareness during the data collection process. Findings from the study demonstrate different situations in which the researcher’s self-reflexivity can enhance positive outcomes related to ethical issues and young children’s ability to understand the research process, communicate meanings and jointly create new meanings through the tools provided and activities proposed. Ethical challenges and implications for future research with children are discussed.  相似文献   

3.
ABSTRACT

Even though studies of the accessibility of digital technologies in educational contexts have become progressively more extensive, understanding children’s motive for play or for learning is essential for identifying the way they relate to touch technology. This research paper seeks to understand the relation between the motive for play and the motive for learning when iPads are introduced into a grade one class in the Saudi Arabian education setting, where there is no custom for the use of digital technologies (five children, age range 5.5 (6 years old; n=80 hours of video observations; n=12 hours of children and class teacher interviews). The teacher put in place a new learning configuration involving the iPads, and by studying how the children interpret this new situation it is possible to see what factors influence the development of their motive for play to their motive for learning. The findings are important for the Saudi context, but also for early years teachers generally because it gives insights into how digital tools can act as a vehicle through which learning can be enhanced.  相似文献   

4.

Lecturers have significant de facto power and responsibility as arbiters of student justice. However, while the literature on ethics in higher education principally focuses on a self-regarding agenda connected with research codes and power relationships between academics, the more practical concerns of pedagogy tend to be overlooked. Moreover, while many new lecturer programmes stress competence in teaching techniques they tend to give restricted attention to many of the ethical dilemmas which confront university teachers in their daily lives. This paper addresses this imbalance by presenting a conceptual framework for debating the ethics of pedagogy based on four forms of justice. The concepts of procedural, retributive, remedial, and distributive justice are presented as a means of incorporating many of the key ethical challenges that confront lecturers new to higher education. The justice framework is also recommended as a means of encouraging practitioners to identify their own key ethical principles.  相似文献   

5.
Diane Boyd 《Education 3-13》2013,41(8):983-997
ABSTRACT

The aim of this research was to consider how young children could develop an education for sustainable mind-set, through place-based learning within a local context. This research built upon the development of an Early Childhood Education for Sustainable (ECEfS) framework (Boyd, D., H. Hirst, and C. McNeill. 2016. Early Childhood Education for Sustainable Framework 48 (ECEfS). https://www.foundationyears.org.uk/2017/09/environmental-sustainability-resources/). The place-based research focused upon Dewey's theory of experiential learning and by engaging in offsite longitudinal community-based projects, where young children become familiar with their own locality. This familiarity encourages children to develop an ecological self within place by being submerged in an ever-changing natural environment through the Forest School Philosophy, with an emphasis upon regular visits conducted over an extended period. Over a period of a year children and adults in different and diverse settings experienced opportunities for place-based learning to develop their Education for Sustainability perspective. Observations focused upon children and adults considering how they both started to become more aware of local critical issues and related them to their own reality. The research received ethical approval by LJMU and all involved chose to take part and could withdraw at any time.  相似文献   

6.
ABSTRACT

RESCUR Surfing the Waves is a recently developed resilience curriculum for early years and primary schools in Europe. It seeks to develop in marginalized young learners the requisite competences needed to overcome the various challenges in their lives to achieve academic success and social and emotional wellbeing. The competences include developing a growth mindset, making use of one’s strengths, self-determination, effective communication skills and healthy relationships, and overcoming challenges and obstacles. This paper presents the findings of a study on the implementation of the programme in five kindergarten centres in Malta over a 1-year period. A pre- and post-intervention study in 20 classrooms (97 children) showed an improvement in resilience skills, prosocial behavior and learning engagement, but not in internalized and externalized problem behaviors. A small scale study in two nurture classes at two of the schools found similar findings. The findings suggest that there are indications that the programme as a proportionate universal intervention for early years leads to an improvement in social and academic behaviours, but more rigorous research is needed to substantiate these findings.  相似文献   

7.
Abstract

This article contests the emphasis that is frequently placed upon child-friendly methods in research with young children. Focusing upon a series of research encounters from a doctoral study of play in an early years classroom, I examine my interactions with the children and their social and material worlds and draw upon these encounters to highlight some emergent and unpredictable elements of research with young children. I argue that these elements call for a decreased emphasis upon the implementation of method towards an openness to uncertainty and an ethical responsiveness to the researcher’s relations with children and their everyday lives. An ethical responsiveness to uncertainty has implications throughout the research process, including through the ways in which we choose to read, interpret and present the data. This article offers original contributions to contemporary debates regarding what might become possible when uncertainty is acknowledged and embraced in research with young children.  相似文献   

8.
Abstract

Robotic manipulators are being used in an investigation of their potential as effective classroom learning aids when used by severely orthopaedically disabled children to manipulate educational materials and to play games. During the course of the design and development of a prototype robotic system for educational use, several issues have surfaced that constitute serious considerations in the process. Of particular importance are issues involving accessibility, software design, curriculum integration and specific research questions involving spatial visualisation. Performance data from previous investigations has shown that learning to use robots can be easily accomplished, and that the consequent learning is remarkably resistant to decay over time.  相似文献   

9.
Abstract

Policy makers in the UK are trying to improve school meals, by focusing on eating well. This article explores the way policies are framed by academic performance and health as a reason for providing school lunches. Using Nussbaum’s capability approach we argue that the purpose of schooling should be to provide young people with the ability to lead a life of choice. We argue that school meals are an important social good, which allow young people to develop critical skills around food which they can then use throughout their lives. We draw on evidence from two ethnographic research projects on food in schools, conducted in England. We question whether the collocation between healthy eating and learning should be the focus of school food reform and contemplate the role of society and government to provide children with healthy meals, irrespective of learning outcomes. School meals are more than good exam results.  相似文献   

10.
Lynda Graham 《Literacy》2008,42(1):10-18
In this article I consider the digital lives of a number of young teachers. Some are confident, competent movers in digital worlds, some are not. I wonder why, and look back at the teachers' digital histories to see whether ways in which they learned about digital worlds affects their lives now. I identify three different routes to learning about digital worlds, and describe these with representative stories. Two are serious solitary journeys, one self‐taught the other school‐taught. Most teachers in these groups use digital technologies for work and for the business of life. The third route is playful social. Teachers in this group have experienced learning about digital worlds with fellow enthusiasts and in playful contexts. These teachers use digital technologies for pleasure as well as the business of life and work. I argue that it is important that young teachers and student teachers be given time on courses to think about and discuss their own digital literacy histories.  相似文献   

11.
ABSTRACT

We present Mobile Augmented-Reality Games for Instructional Support (MAGIS), a framework for the development of mobile augmented-reality (AR) games for education. The framework supports off-the-shelf, state-of-the-art technologies that enable AR tracking and rendering on consumer-level mobile devices, and integrates these technologies with content-generation tools that simplify the development of educational AR games, especially those that extensively use narrative-based game design and player-location tracking such as location-based historical or museum adventure games. We use Igpaw: Intramuros, a proof-of-concept game developed using MAGIS, to help describe the current state of the framework and to show its efficacy for implementing outdoor location-based educational games, and we briefly outline future development plans to improve MAGIS’ AR support (especially those involving indoor scenarios) as well as to improve the instructional design and authoring phases of AR applications written using this framework.  相似文献   

12.
《Africa Education Review》2013,10(4):552-566
ABSTRACT

A primary principle of ethical codes in research involving people is that of informed consent which ensures participants’ right to privacy, confidentiality and anonymity. A blanket application of the principle of anonymity to Oral History (OH) research could well be counterproductive to the purported aims of OH research. The research comprised a literature study. Four rationales for doing OH are discussed and positioned within the philosophical framework that informs the purpose of and methodological approach to the research. Examples are extracted to explain where the principle of anonymity could be at variance with the research aims. When OH research sets out to contribute to historical understanding, validate respondents’ lives, contribute to democracy and facilitate socio-political transformation, enforcing anonymity has the potential to denigrate the respondent and jeopardize research credibility. Researchers should question whether the unmitigated application of the principle of anonymity restricts them from achieving their mandate of affording respondents’ dignity, respect, autonomy and beneficence.  相似文献   

13.
Research Findings: Interactive technology has become ubiquitous in young children’s lives, but little is known about how children incorporate such technologies into their intuitive biological theories. Here we explore how the manner in which technology is introduced to young children impacts their biological reasoning, moral regard, and prosocial behavior toward it. We asked 5- and 7-year-old children to interact with a robot dog that was described either as moving autonomously or as remote controlled. Compared with a controlled robot, the autonomous robot caused children to ascribe higher emotional and physical sentience to the robot, to reference the robot as having desires and physiological states, and to reference moral concerns as applying to the robot. Children who owned a dog at home were more likely to behave prosocially toward the autonomous robot than those who did not. Practice or Policy: Recent work has begun to use robots as learning tools. Our results suggest that the manner in which robots are introduced to young children may differentially impact children’s learning. Presenting robots as autonomous agents may help promote children’s social-emotional development, whereas presenting robots as human controlled may help promote robots as purely cognitive educational tools.  相似文献   

14.
ABSTRACT

Research Findings: This article summarizes current peer-reviewed research and conceptualizations of collaboration and presents a new conceptual model. Authors found that the existing peer-reviewed literature does not adequately reflect emerging understandings of the nature of early childhood collaborations or the contributions such collaborations make to outcomes. The paper fills a gap in the literature by presenting a broader conceptualization of collaboration in which stakeholders work together and use data to achieve common goals through engaging in shared activities. Authors provide examples of how collaborations take place within a network of early care and education programs. Practice or Policy: Practitioners can use information presented in this to support collaborations at different levels of an early childhood system. More research needs to be conducted to identify and measure collaborative activities and outcomes across levels of collaboration to align with a broader definition of collaboration.  相似文献   

15.
Background: Recent research and curriculum reforms have indicated the need for diversifying teaching approaches by drawing upon student interest and engagement in ways which makes learning science meaningful. Purpose: This study examines the integration of informal/free choice learning which occurred during learning experiences outside school (LEOS) with classroom learning using digital technologies. Specifically, the digital technologies comprised a learning management system (LMS), Moodle, which fits well with students’ lived experiences and their digital world. Design and Method: This study examines three out-of-school visits to Informal Science Institutes (ISI) using a digitally integrated fieldtrip inventory (DIFI) Model. Research questions were analysed using thematic approach emerging along with semi-structured interviews, before, during and after the visit, and assessing students’ learning experiences. Data comprised photographs, field notes, and unobtrusive observations of the classroom, wiki postings, student work books and teacher planning diaries. Results: We argue, that pre- and post-visit planning using the DIFI Model is more likely to engage learners, and the use of a digital learning platform was even more likely to encourage collaborative learning. The conclusion can also be drawn that students’ level of motivation for collaborative learning positively correlates with their improvement in academic achievement.  相似文献   

16.
Abstract

There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education.  相似文献   

17.
This article discusses the practical and ethical challenges and benefits of using social media and video‐based research methods – also known as Photovoice – to investigate contemporary Communication Design education. The two visual research methods discussed include the social media mobile application Snapchat® and participant‐generated GoPro® video filming. The investigation focused on understanding students’ on‐the‐ground, lived experiences of studio learning within two distinctive higher education case study settings in the United Kingdom and Australia. This study employed Participatory Action Research (PAR) as an inquiry process and incorporated a methodological framework involving a combination of narrative inquiry, visual Participatory Design (PD) and visual ethnography. The findings of this study revealed the impact of specialised studio and classroom‐based Technology Enhanced Learning (TEL) on student learning and engagement as the participants expressed differing responses to their own learning and community of practice at each site. The choice of arts‐based educational research methods used for this study allowed the relationships between place, lived experience, and community to be explored. Students, in effect, became investigators of their own practice through engagement in a rigorous set of visual methods, which placed the tools directly into their hands.  相似文献   

18.
Educational researchers working with young children face ethical issues when researching the talk and interactions of young children. Issues around the competence of children to participate in research pose challenges to educational researchers and to the young participants and their families, within what are seen as increasingly risky and regulated research environments. This paper examines some of these issues in light of recent sociological perspectives that account for children as competent practitioners of their social worlds. Drawing on research investigating the governance of the lives of young children in Australia, we examine the rights of children to be both seen and heard as competent research participants. These sociological directions afford opportunities to reconsider the ethical issues around research with young children. Such an approach breaks new ground in early childhood education research.  相似文献   

19.
ABSTRACT

Research Findings: This study examined the development and implementation of six Early Head Start Child Care Partnerships (EHS-CCPs), unique collaborations between EHS grantees and community-based child care partners that expand access to high-quality child care and comprehensive services for low-income infants, toddlers, and their families. Interviews and focus groups with 111 key informants identified similarities across the six EHS-CCPs in initial outreach to community partners for establishing partnerships and approaches to developing partnership agreements but variation in approaches to monitoring quality improvement activities. Benefits and challenges to partnerships for programs and families were noted. Practice or Policy: Findings suggest a need for additional guidance for EHS-CCPs on key components of implementation, including the partnership agreement process, monitoring quality improvement plans, offering support for meeting program requirements, and providing comprehensive services. For example, five of the six partnerships reported the EHS grantee led the development of their partnership agreements. While this approach was attributed to child care partners’ lack of prior experience in developing agreements, further guidance on how to engage partners collaboratively in an agreement process that better emulates the principles of authenticity and equality from the conceptual framework for collaborations in early care and education would be useful.  相似文献   

20.
Maintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences that rely on online technology integration. Like other professional designers, they need to care for the humans they design for by not producing designs that infringe on their privacy, thus, not causing harm. Recognizing that widely used instructional design models are silent on the topic and do not address ethical considerations such as privacy, we focus this paper on how design ethics can be leveraged by learning designers in higher education in a practical manner, illustrated through authentic examples. We highlight where the ethical responsibility of learning designers comes into the foreground when maintaining students' privacy and well-being, especially in online settings. We outline an existing ethical decision-making framework and show how learning designers can use it as a call to action to protect the students they design for, strengthening their ethical design capacity.

Practitioner notes

What is already known about this topic
  • Existing codes of ethical standards from well-known learning design organizations call upon learning designers to protect students' privacy without clear guidance on how to do so.
  • Design ethics within learning design is often discussed in abstract ways with principles that are difficult to apply.
  • Most, if not all, design models that learning design professionals have learned are either silent on design ethics and/or do not consider ethics as a valid dimension, thus, making design ethics mostly excluded from learning design graduate programs.
  • Practical means for engaging in ethical design practice are scarce in the field.
What this paper adds
  • A call for learning designers in higher education to maintain and protect students' privacy and well-being, strengthening their ethical design capacity.
  • A demonstration of how to use a practical ethical decision-making framework as a designerly tool in designing for learning to maintain and protect students' privacy and well-being.
  • Authentic examples—in the form of vignettes—of ethical dilemmas/issues that learning designers in higher education could face, focused on students' privacy.
  • Methods—using a practical ethical decision-making framework—for learning design professionals in higher education, grounded in the philosophy of designers as the guarantors of designs, to be employed to detect situations where students' privacy and best interests are at risk.
  • A demonstration of how learning designers could make stellar design decisions in service to the students they design for and not to the priorities of other design stakeholders.
Implications for practice and/or policy
  • Higher education programs/institutions that prepare/employ learning designers ought to treat the topics of the designer's responsibility and design ethics more explicitly and practically as one of the means to maintain and protect students' privacy, in addition to law and policies.
  • Learning designers in higher education ought to hold a powerful position in their professional practice to maintain and protect students' privacy and well-being, as an important aspect of their ethical design responsibilities.
  • Learning designers in higher education ought to adopt a design thinking mindset in order to protect students' privacy by (1) challenging ideas and assumptions regarding technology integration in general and (2) detecting what is known in User Experience (UX) design as “dark patterns” in online course design.
  相似文献   

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