Chapter 5 - Virtual Ethnography
I know that ethnography is the study of humans and their cultures. I believe that virtual ethnography would refer to online research methods that are used to study people. The digital age has given us so many more methods that researchers can use to discover information. Before the internet, researchers would find out information through the phone, mail, or in person. Now, we can ask someone who lives across the world a question over the internet and get an answer almost immediately. The virtual world has opened up the possibilities for education research.
I wonder in what was researchers are taking advantage of the internet and how it has changed virtual ethnography.
Chapter 8 - Ethnographic Research
I believe this would refer to the study of one's culture. In particular to literacy, culture can have large affect on a child's literacy abilities and progress. Some cultures put a higher value on literacy than others. Also, if the child was not born in an English speaking country or to a family who speaks English, that can possibly contribute to the child struggling to complete literary tasks in English.
I think that this type of research would seek to provide answers to how a student's culture affects their literacy performance, which can be very valuable information for teachers to understand.
Chapter 2 - Case Studies
I am familiar with case studies because I am currently conducting one in my Applications of Assessment class. I conducted reading assessments with a fourth grader, Samantha, and then analyzed the results of the assessments. I had to compile the information gathered from Samantha's assessments to write a report on her current literacy abilities. The purpose of the case study was to identify a student's strengths and weaknesses and figure out possible ways to help the student improve.
I know that there are different kinds of case studies. I wonder what other purposes researchers use to conduct a case study and how teachers can use this information to improve instruction.
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