Image-based methods

It is said that ‘a picture is worth a thousand words’ and that images in research might be considered a very important tool especially when working with children. Thomas (2011) agrees, arguing that image-based methods can serve as an extension of observation and are a means of recording observations and eliciting

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responses from the participants in any kind of case study. Image-based methods may take various forms: artefacts, photos, video recording and drawings are all image-based methods and all were used during data collection. These methods are not print-based but rather focus on the ‘visual’ and in turn can be regarded as a ‘potential source of research information’ (Denscombe, 2010, p.226). According to Schratz and Steiner-Loffler (1998) image-based methods are a great source through which the students’ perspectives and ‘inner-world’ can be explored.

Given the ethnographic flavour of this research a number of photos were taken during the study. These were taken at various points throughout the study and were used for future reference or to support a particular finding. For example at the beginning of this study photos of each respective classroom were taken to provide the reader with a visual representation of what each class looked like. Photos were also taken to support findings, for example children working on tablets in groups during a ‘free-time’ activity. The photo provides evidence that when students are given the option to use their technological devices they preferred doing this in groups. Photographs and screenshots were taken and used for future reference, to support findings, for analysis and used alongside other research tools.

Drawings were also an important form of data. As Table 3.4 has indicated, in September an introductory session was conducted with all Grade 3 students. This was conducted in the school hall and the students were asked to bring their pencil cases along with them. The school hall was chosen for a number of reasons. The students were very familiar with the hall since they met there for assembly on a daily basis. Fun activities were also associated with the school hall as school concerts and annual activities were all held there, it was a space where all the students could work freely, in a comfortable space and environment.

One of the main aims behind the introductory session was to explain to students the purpose behind my research without influencing the data that would be collected. During this session the students were also told that parental consent has been given and I also asked the students for their own consent regarding observation of lessons. The students were told that through the process of data

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collection a number of students will be chosen to participate in a focus group interview.

After this brief introduction the students were given an A4 sheet of blank paper and were asked to draw themselves during a reading and/or writing activity. The directions given to the students were quite open and students asked a number of questions such as “Can I draw myself reading with some friends?” and “Is it okay

if I draw myself at home?” The students were told that they were free to draw

whatever they wanted as long as their drawing shows themselves during a reading and/or writing activity. Some of the students’ drawings are presented in the chapters which follow.

During this activity the students were encouraged to work on their own and share ideas only after the drawings were completed. In this way it was ensured that the students were not influenced by the ideas and drawings of others. At the beginning of this activity the students were also told that there is no right or wrong way to do the drawings and they would not be corrected in any way like all the other academic handouts which class teachers normally give out. This is why this activity was conducted in the school hall. As a researcher I wanted the children to feel comfortable and move away from the classroom context in order for them to understand that their work would not be assessed but rather discussed. The main purpose of the drawing activity was to explore the students’ perceptions of reading and writing and investigate whether technology would feature in their drawings as a means of carrying out reading and writing activities. Through the drawings the children’s perceptions of reading and writing in relation to technology and what they value in their reading and writing environment was observed and analysed. Through this method a social scene was captured more quickly than note taking and drawings were also open for ‘subsequent interpretation’ (Thomas, 2011, p.166). Since the participants in this research were mainly children this method was used in order to gain more insight.

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In sum it can be argued that all the image-based methods used in my study were chosen from Denscombe’s (2010) table which is presented below. Table 3.5 shows that image-based type of sources can be sub-divided in three; still, movie and object. This study sought to strike a balance between the sources provided by Denscombe (2010) in Table 3.5. Video-recording, which Denscombe (2010) listed under the heading of ‘Movie’ was initially planned to be used whilst body signs and language were observed within the classroom setting as the next section will show.