1. Finding a Voice - Using low-cost digital video to help children articulate a sense of self

3. Planning - defining the research Deciding on the area of research and defining the research problem or issue.

4. Why are we doing this?

5. Digital Video has become cheap and accessible in Primary schools and is therefore being considered as a viable option

6. Teachers are unaware of the potential of DV as a creative tool

7. Teachers are frightened of high-end DV equipment and editing software

8. Schools cannot afford multiple sets of high-end resources

9. The researchers are convinced of the potential of DV as a creative toll and would like to put some academic rigour behind their gut feelings

10. Creativity is the latest 'buzz-word' from Government and suddenly it's an okay thing to do

11. We know that there are some children whose learning styles and/or personality make it difficult for them to communicate effectively through 'conventional' means such as writing

12. What do we want to find out?

13. Is digital video an effective way for children to 'find a voice'?

14. Are there some children who respond to this medium more than others?

15. Which kinds of learners respond best to this medium?

16. Kinesthetic

17. Is low-cost, child-friendly equipment and editing software 'good enough' for classroom use?

18. What do we need to do?

19. Select a school

20. Contact the school and explain the project

21. Meet key staff

22. Plan project

23. Talk around generic issues

24. etc.

25. Reviewing the field Reviewing other relevant work in the field - situating yourself, mapping the territory

26. What's been done already?

27. Key texts

28. See bibliography elsewhere

29. Relevant bodies

30. Becta

31. Film Education Council

32. etc

33. Methodologies Deciding on the most appropriate research methodologies, methods or combination of methods

34. Experimental/Action research

35. This research involved several participant groups...

36. The children as film-makers reflected on what they did and also made pre/post activity records of their learning

37. Getting the children's perspective on their own approach to learning in four key areas

38. Reading

39. Writing

40. Making 2/3D

41. Film-making

42. Choice of four 'places'

43. I can do this and I try

44. I can do this but I don't try

45. I can't do this but I try

46. I can't do this and I don't try

47. The staff in the school

48. The researchers

49. Parents

50. Data collection Collecting, acquiring, creating research material, information and data

51. interviews

52. with participating children

53. with parents

54. with involved adults

55. Head teacher

56. Class Teacher

57. Teaching Assistant

58. questionnaires

59. Children's matrix

60. case studies

61. The elective mute

62. The most spectacular evidence of a child 'finding a voice' was quite literal: an elective mute spoke ceaselessly when she was behind the camera lens but in no other circumstances

63. participant-observation

64. Project mentor informal obs

65. Teacher/Teaching assistant observation

66. visual thinking

67. observation

68. drawing

69. Storyboarding

70. storyboarding

71. photography

72. video

73. audio

74. multimedia

75. brainstorming flowcharts, spider diagrams etc

76. Refining Refining and reviewing the issues the research is addressing

77. Technical

78. Cost

79. Suitability for purpose

80. Cost

81. User-friendliness

82. Ruggedness

83. Use of DV as an effective creative tool in schools, especially with younger children

84. Documenting the journey Documenting the journey - visually, in a sketchbook, research diary, reflective journal...

85. Reflection and evaluation

86. End product Synthesising the research into a coherent statement/finished product

87. Report and website

88. Children's movies

89. Dissemination Communicating and disseminating the research

90. Summary