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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
Hmm. Mediational results of research tools; tools which are so often unproblematically included. Thanks, Bill, for foregrounding this. Depending on how important discourse is to your project (and mine, which it is, he sneaks in), I wonder what technologies might avoid goofballing and hawthornes? I haven't yet found an "ethical " way to do this with adult language learners. Anyone have any ideas? Sorry to get too practical in this wonderful discussion that is illuminating Davydovian theory in a most concrete sense. Thanks to bb for sharing. Phil ----- Original Message ----- From: "Bill Barowy" <xmcageek@comcast.net> And recording group audio in a noisy classroom is not easy. There's a whole lot of hawthorne effect that equipment has on kids this age. While I can stand and observe and write my brains out and the kids htink nothing of this except occasionally to ask what i'm writing, a video camera turns them into total goofballs. We have a decoy camera (one that no longer works) that we leave on the camera mount whenever we are not videoing with the real camera so a camera is always there to see.