Student voices in creative teaching practices with digital media: a meta-ethnographic research

ABSTRACT

This paper gathers 14 ethnographic studies in a meta-ethnographic research to generate knowledge on the possibilities of creative teaching practices with digital media from an ethnographic perspective to promote inclusive education in schools. It explores common details between the articles using cross-case aggregation, which allows to get to know how digital media is used inside pre-primary, primary and secondary classrooms in depth. This research followed the seven phases established by Noblit and Hare in 1988. The results reflect on how teachers are using digital media considering students’ voices and interests, listening their voices through knowledge ownership, and promoting interaction between all. The articles also consider new ways of acting and developing from the opportunity that digital media provides in disadvantaged contexts. Studies show spaces mediated by digital media in which the students find their voices and give voice to their thoughts, feelings, and learnings.

KEYWORDS:

• Creative teaching practices
• inclusive education
• students’ voices
• educational ethnography
• meta-ethnography
• digital media

Acknowledgements

This article has been developed within the framework of the Erasmus + International Project entitled ‘Inclusive practices of creative and innovative teaching with ICT/LKT in schools with special difficulties’, 2020-1-ES01-KA226-SCH-095780 (H.R, B. Vigo Arrazola) and the Established Research Group, granted by the local Aragonese authorities (Gobierno de Aragón) S49_20R.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Erasmus+ [grant number 2020-1-ES01-KA226-SCH-095780]; Research Group [Aragonese authorities (Gobierno de Aragón) S49_20].