CASE STUDY
Narrative summaries and visualizations of learning activities across setting and time are being developed for our case study learners. These representations, known as “technobiographies,” (Barron, Martin, & Lewis, 2007a; Barron, Martin & Takeuchi 2007b) are based on the learning ecologies interview, the artifact based interview, parent interviews, surveys, pod leader interviews, and field note observations. These narratives and technobiographies help us theorize about the conditions that support the diversification of children’s learning ecologies over time. They include documentation of the people, tools, and informational resources that supported students in the creation of media projects. The visual representation maps the student’s learning activities by time and setting. Both the narrative and visual representation reflect the significant development of the student’s production activities during the sixth grade year and the expanding network of people from whom the students learns. Below are two brief summaries. Longer portraits are in progress
Brief summaries
Maurice is a 12-year-old in the DYN community who used his digital media expertise to share messages and ideas, which frequently involved pride in African American history as well as other topic. He participated in the radio and music pods in sixth grade and the video, radio, and spoken word clubs in seventh grade. His timeline reflects his growing technology skill set and project portfolio. At the end of seventh grade Maurice developed six substantial video projects and five music projects along with an online social networking website titled wechange. His project work and visibility were instrumental in his personal identity development and the formation of his reputation within the larger community.
Renee began middle school without much computer experience beyond basic word processing and simple online games. She has consistently participated in school-based technology learning opportunities throughout sixth and seventh grade and not only completed a number of technology-related projects for classes and pods but also worked on large-scale projects at home on her own time. Her expertise lies primarily in print media, video production, and broadcast. Renee does not seek out the spotlight. Increasingly she is sharing her work publicly. Renee completes the school and DYN assignments, but she is more enthusiastic about her independently designed digital media projects, because she is able to choose her own topics.
REFERENCES
Barron, B., Martin, C., Lewis, S. (2007a) “Following Learners in School and Out in the World: Constructing Technobiographies From Interviews at Multiple Time Points.” Part of symposium: Technobiographies: Researching Life Stories With Technology. Presentation at the Annual Meetings of the American Educational Research Association, Chicago, Illinois. April 9 – April 13.
Barron, B., Martin, C., Takeuchi, L. (2007b). “Technobiographies as a Tool for Conceptualizing Learning Across Settings and Time.” Part of symposium: Methodological Challenges and Innovations: Studying Learning in Informal Contexts. Presentation at the Annual Meetings of the American Educational Research Association, Chicago, Illinois. April 9 – April 13.