Participative Digital Photography to evaluate the transition to University

  1. Sierra-Martínez, Silvia 1
  2. Martínez-Figueira, María Esther 1
  3. Raposo-Rivas, Manuela 1
  4. Parrilla, Ángeles 1
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

Journal:
Digital Education Review

ISSN: 2013-9144

Year of publication: 2019

Issue Title: Technology to Improve the Assessment of Learning

Issue: 35

Pages: 62-80

Type: Article

DOI: 10.1344/DER.2019.35.62-80 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Digital Education Review

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Abstract

The article shows the possibilities of textualized digital photography in different technological media as an innovative resource for evaluating the process of transitioning to university.The use of photovoice as a methodological tool is explained and analyzed from a participative research perspective as one which invites participants to take on an active role in reflecting on and taking part in their new academic situation. 142 first-year students doing degrees in Pre-school and Primary Education at the University of Vigo participated in the Project; this has led to the creation of a total of 560 textualized photographs related to the topic of the study.The results, based on a denotative analysis of the images and a connotative analysis of the texts produced by the students, identifies the spaces and situations in the university life of students which are essential, the role played by architectural elements and material resources, as well as the connection between their identity as students and the processes of university participation and management.The conclusions show the suitability of visual technological resources for evaluating educational transitions, the ability of photovoice to encourage participants to reflect and engage in critical thought, and the need to recognize the students’ voices and authority as soon as they enter university.

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Funding information

This article would not have been possible without the participation of the students, whose engagement we wish to thank. The department has also played an important part in supporting the development of this study. Lastly, this project has been financed by the EDU2015-68617-C4-1-R Project, “Innovation Networks for Educational and Social Inclusion”, (Dir. A. Parrilla) financed by the Spanish Ministry of Economy and Competitiveness.

Funders

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