I am a very logical thinker, so when I start making code windows I tend to try to create a hierarchy right away. This works well when you know what you are observing and begin your research with clear operational definitions of specific behaviors. When I began my current research project, this was the case. I wanted to calculate the frequency and duration of specific tool use as well as which tools, when used appropriately, resulted in high mathematical accuracy. Due to difficulties related to student behavior and severe academic deficits, I had to change my research questions.
Instead of assuming the tool would help the students, I decided to examine the barriers and affordances to strategic mobile technology integration in core instruction. There were some days when the students were able to use the tool to complete independent work and there were other days when the students did not use the tool as intended or didn’t use it at all. I am looking for trends in the instruction, classroom climate, student attitude/behavior, and lesson content that may have contributed to these differences.
This new approach to my research definitely requires the use of grounded theory. I had to break my habits of trying to predict the hierarchy of codes from the start and really start with broad codes to get a good picture of each lesson. Using a layered approach like this will force me to look at my video data at the macro level first. Because you need to watch videos several times with this approach, eventually I will really get down to some micro analysis.
In this video I show you the broad codes with which I have started and how I am using live outputs to get immediate feedback to get a pulse of the lessons as a whole.