By Pal Andre Aarsand.
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Extra info for Around the screen : computer activities in children's everyday lives
I explained what their roles as participants in the project would be, and the possibility of withdrawing from the study if or whenever they wished. In these negotiations, I also talked about my role as a researcher and how the data would be used in publications. One of the caretakers and the child in question had to sign a ‘contract’ stating that they both agreed to the child’s participation in the project (at school). Because two of the children in the school setting did not participate in the research project for different reasons (see above), I did not use the camera in situations where these children were present.
They describe this as a movement from apprentice to master, from periphery to centre of the practice. In terms of computer activities, for instance, this would entail a movement from a non-expert position on gaming to game expert positions. Displayed competence is of importance to being able to enter a position as well as to 27 how one is positioned by one’s surroundings. The same line of reasoning can be seen in research on children and playing, where those who do not know the activity (as well as the youngest ones) are positioned in less attractive positions (Björk-Willén, 2007; Corsaro, 1979; Cromdal, 2001; Schwartzman, 1978).
Yet these activities are common events in the families. The school setting There were several reasons for starting the fieldwork in the school. First of all, the school is a place where children meet and socialize with other children. Second, it is a place where children have access to computers and the internet. Third, it is the institution outside the family where children spend most time, and finally, it is relatively easy to gain entry to. Before choosing which school and class to study, I did a pilot study in two schools in different age groups.
Around the screen : computer activities in children's everyday lives by Pal Andre Aarsand.