Today I pulled out the flips to record my students working (like to call it experiencing) on their e-portfolios. My students - 3rd graders - have limited technological knowledge, but always amaze me by what they learn while 'playing'. They are still in the phase of initial set-up of their e-portfolios, and are working to figure out how their web 2.0 tool is going to work for them. Before setting off to work they shared a few tips & tricks with each other & then went off to experience.
What does this have to do with including student voice in research? As I was setting the flips up, I re-ran that conversation in my brain. Immediately, I made a decision. I decided to rope my students into my research. I paused their experience & rallied them around the idea of being my research assistants. They'll record, review the video, choose the clips to use, & possibly string them together. How can I, with good conscience, 'make' them do my research? EASY!
- Plenty of camera time will diminish that 'hi, mom' reaction.
- They will learn the skills of cinematographer, editor, producer, director.
- They will observe themselves as learners which will naturally lead to reflection.
- They will be determining importance, considering audience & purpose (reading & writing skills)!
- Their feedback will certainly help the direction of my research.