Silences of ethical practice: dilemmas for researchers using social media
- Authors: Henderson, Michael , Johnson, Nicola , Auld, Glenn
- Date: 2013
- Type: Text , Journal article
- Relation: Educational Research and Evaluation Vol. 19, no. 6 (2013), p. 546-560
- Full Text: false
- Reviewed:
- Description: Social media, such as social network sites and blogs, are increasingly being used as core or ancillary components of educational research, from recruitment to observation and interaction with researchers. However, this article reveals complex ethical dilemmas surrounding consent, traceability, working with children, and illicit activity that we have faced as education researchers for which there is little specific guidance in the literature. We believe that ethical research committees cannot, and should not, be relied upon as our ethical compass as they also struggle to deal with emerging technologies and their implications. Consequently, we call for researchers to report on the ethical dilemmas in their practice to serve as a guide for those who follow. We also recommend considering research ethics as an ongoing dialogical process in which the researcher, participants, and ethics committee work together in identifying potential problems as well as finding ways forward.
Connecting literacy learning outside of school to the Australian Curriculum in the middle years
- Authors: Auld, Glenn , Johnson, Nicola
- Date: 2014
- Type: Text , Journal article
- Relation: Literacy Learning : the Middle Years Vol. 22, no. 2 (2014), p. 22-27
- Full Text: false
- Reviewed:
- Description: The complexity of teacher's work is manifest in the divergent use of digital technologies in and out of school. This article explores the logical step of connecting students' out-of-school mediated literacy learning to the content descriptors of the Australian Curriculum. The study uses published evidence from four previous studies of young people to demonstrate the diverse ways that out-of-school practices can be linked to literacy learning in the Australian Curriculum. The authors frame this linking of informal literacy learning to the Australian Curriculum by highlighting the 'funds of knowledge' children bring through the school gate. [Author abstract]
The role of the computer in learning Ndj bbana
- Authors: Auld, Glenn
- Date: 2002
- Type: Text , Journal article
- Relation: Language Learning and Technology Vol. 6, no. 2 (2002), p. 41-58
- Full Text:
- Reviewed:
- Description: While Computer Assisted Language Learning (CALL) is being superseded by an integrated approach to language learning and technology, it still has great potential to assist indigenous peoples in becoming print-literate in their own languages. This can also help to combat the disempowerment experienced by indigenous people as their world is penetrated by others with radically different backgrounds. This paper reports on research on an application of CALL implemented among the Kunib dji, a remote, indigenous Australian community. It focuses on the use of talking books in Ndj bbana, a language with only 200 speakers; the books were displayed on touch-screens at various locations in the community. Investigations into the roles of the computer to support language learning and cultural understanding are also reported. The computer was found to be a useful tool in promoting Kunib dji collaboration and cultural transformation.
- Description: 2003000137
What can we say about 112,000 taps on a Ndjebbana touch screen
- Authors: Auld, Glenn
- Date: 2002
- Type: Text , Journal article
- Relation: The Australian Journal of Indigenous Education Vol. 30, no. 1 (2002), p. 1-7
- Full Text:
- Reviewed:
- Description: In a remote Aboriginal Australian (Kunibidji) community, three touch-screen computers containing 96 Ndjebbana-language talking books were made available to children in informal settings. The computers' popularity is explained by the touch screens' form and the talking books' intertextual and hybrid nature. The Kunibidji are transforming their culture by including new digital technologies that represent their social practice.
- Description: C1
- Description: 2003000139