Introducing readers to debates underpinning the uses of visual technology in educational ethnography, this book takes actual research projects across different country contexts to discuss how research designs can use visual technology in educational ethnography; to show connections between theory, method and research problems. The book begins by introducing readers to three epistemological positions underpinning the use of visual technology in social science and educational research: the scientific realist, reflexive, and dialectic. It illustrates the uses of visual technology in the form of digital film and photographs, and how as a source of data, it has potential in developing ethnographic knowledge and representation in a range of educational contexts. The ideas are illustrated through three research projects in the context of classrooms, home environments and intervention work with practitioners. With clear practical applications, this resource considers the part theory plays in research designs, which use visual technology to investigate educational problems. Using Visual Technology in Educational Ethnography is ideal reading for anyone seeking to learn more about the benefits and practicalities of using visual technology within their ethnographic practice.

Lecturers, request your electronic inspection copy This sharp, innovative book champions the rising significance of ethnographic research on the use of digital resources around the world. It contextualises digital and pre-digital ethnographic research and demonstrates how the methodological, practical and theoretical dimensions are increasingly intertwined. Digital ethnography is central to our understanding of the social world; it can shape methodology and methods, and provides the technological tools needed to research society. The authoritative team of authors clearly set out how to research localities, objects and events as well as providing insights into exploring individuals’ or communities’ lived experiences, practices and relationships. The book: Defines a series of central concepts in this new branch of social and cultural research Challenges existing conceptual and analytical categories Showcases new and innovative methods Theorises the digital world in new ways Encourages us to rethink pre-digital practices, media and environments This is the ideal introduction for anyone intending to conduct ethnographic research in today’s digital society.

Introducing the reader to grounded methodology and its ethical approach, this book explores the theory behind the method as well as how to use it to develop and evaluate learning and education projects. Grounded methodology is designed to challenge traditional educational research methodologies, and in doing so questions the notion of the need for highly formal research in institutional settings. In this respect, it is also a simple way of planning an educational project that needs an evaluative element. Covering data collection techniques used in the course of education research such as observations, interviews, course development, participant diaries and online data collection, this book investigates the practical realities of researching in education contexts and the differences in educational, national and cultural backgrounds. It is ideal reading for students and academics looking to update and increase their knowledge on grounded methodology, especially students who are researchers in final-year undergraduate or post-graduate level programs, or instructors planning to teach grounded theory or grounded methodology to their own emerging research students.

Sarah Pink draws together in a single volume a set of key writings on advances and explorations that sit at the innovative edge of theory and practice in contemporary visual research. Advances in Visual Methodology presents a critical engagement with interdisciplinary practice in the field of visual research and representation, examining the development of visual methodology as a field of interdisciplinary and post-disciplinary practice that spans scholarly and applied concerns. The book explores how new practice-based, theoretical and methodological engagements are developing and emerging in research practice; the impact new approaches are having on the types of knowledge visual research produces and critiques; the ways visual research intersect with new media; and the implications of this for social and cultural research, scholarship and intervention.

The interdisciplinary field of the learning sciences encompasses educational psychology, cognitive science, computer science, and anthropology, among other disciplines. The Cambridge Handbook of the Learning Sciences is the definitive introduction to this innovative approach to teaching, learning, and educational technology. This dramatically revised second edition incorporates the latest research in the field, includes twenty new chapters on emerging areas of interest, and features contributors who reflect the increasingly international nature of the learning sciences. The authors address the best ways to design educational software, prepare effective teachers, organize classrooms, and use the internet to enhance student learning. They illustrate the importance of creating productive learning environments both inside and outside school, including after-school clubs, libraries, museums, and online learning environments. Accessible and engaging, the Handbook has proven to be an essential resource for graduate students, researchers, teachers, administrators, consultants, educational technology designers, and policy makers on a global scale.

Providing theoretical grounding, case studies and practical solutions, Implementing Ethics in Educational Ethnography examines how researchers can overcome ethical dilemmas associated with and encountered during ethnographic research. From the initial stages of research design such as consideration from regulatory bodies, through research occurring in the field to project completion and reporting, it explores many of the factors associated with ensuring culturally sensitive and ethical studies. The book covers key questions including: What can researchers expect of ethical review boards? Where and with whom should dialogue take place about ethicality within research? What effect does a research focus have on regulation and research practice? What is the effect of context on ethical practices? Does the positionality of a researcher have an effect on ethical practices? How do we ensure that ethicality supports the trustworthiness of research projects? Using a range of international case studies, Implementing Ethics in Educational Ethnography provides researchers and students with invaluable details about how to navigate the field, ensuring that they can sustain good ethical practice throughout the life of a research project. Chapters 4 and 6 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

A state-of-the-art reference on educational ethnography edited by leading journal editors This book brings an international group of writers together to offer an authoritative state-of-the-art review of, and critical reflection on, educational ethnography as it is being theorized and practiced today—from rural and remote settings to virtual and visual posts. It provides a definitive reference point and academic resource for those wishing to learn more about ethnographic research in education and the ways in which it might inform their research as well as their practice. Engaging in equal measure with the history of ethnography, its current state-of play as well as its prospects, The Wiley Handbook of Ethnography of Education covers a range of traditional and contemporary subjects—foundational aims and principles; what constitutes ‘good’ ethnographic practice; the role of theory; global and multi-sited ethnographic methods in education research; ethnography’s many forms (visual, virtual, auto-, and online); networked ethnography and internet resources; and virtual and place-based ethnographic fieldwork. Makes a return to fundamental principles of ethnographic inquiry, and describes and analyzes the many modalities of ethnography existing today Edited by highly-regarded authorities of the subject with contributions from well-known experts in ethnography Reviews both classic ideas in the ethnography of education, such as “grounded theory”, “triangulation”, and “thick description” along with new developments and challenges An ideal source for scholars in libraries as well as researchers out in the field The Wiley Handbook of Ethnography of Education is a definitive reference that is indispensable for anyone involved in educational ethnography and questions of methodology.

How can we make sense of make sense of the deluge of information in the digital age? The new science of Quantitative Ethnography dissolves the boundaries between quantitative and qualitative research to give researchers tools for studying the human side of big data: to understand not just what data says, but what it tells us about the people who created it. Thoughtful, literate, and humane, Quantitative Ethnography integrates data-mining, discourse analysis, psychology, statistics, and ethnography into a brand-new science for understanding what people do and why they do it. Packed with anecdotes, stories, and clear explanations of complex ideas, Quantitative Ethnography is an engaging introduction to research methods for students, an introduction to data science for qualitative researchers, and an introduction to the humanities for statisticians--but also a compelling philosophical and intellectual journey for anyone who wants to understand learning, culture and behavior in the age of big data.

This edition of this handbook updates and expands its review of the research, theory, issues and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field.

A state-of-the-art reference on educational ethnography edited by leading journal editors This book brings an international group of writers together to offer an authoritative state-of-the-art review of, and critical reflection on, educational ethnography as it is being theorized and practiced today—from rural and remote settings to virtual and visual posts. It provides a definitive reference point and academic resource for those wishing to learn more about ethnographic research in education and the ways in which it might inform their research as well as their practice. Engaging in equal measure with the history of ethnography, its current state-of play as well as its prospects, The Wiley Handbook of Ethnography of Education covers a range of traditional and contemporary subjects—foundational aims and principles; what constitutes ‘good’ ethnographic practice; the role of theory; global and multi-sited ethnographic methods in education research; ethnography’s many forms (visual, virtual, auto-, and online); networked ethnography and internet resources; and virtual and place-based ethnographic fieldwork. Makes a return to fundamental principles of ethnographic inquiry, and describes and analyzes the many modalities of ethnography existing today Edited by highly-regarded authorities of the subject with contributions from well-known experts in ethnography Reviews both classic ideas in the ethnography of education, such as “grounded theory”, “triangulation”, and “thick description” along with new developments and challenges An ideal source for scholars in libraries as well as researchers out in the field The Wiley Handbook of Ethnography of Education is a definitive reference that is indispensable for anyone involved in educational ethnography and questions of methodology.