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    CIRTA

    Communauté pour l'Innovation et la Recherche sur les Technologies dans l'enseignement/Apprentissage.

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  • Bienvenue sur le portail de la CIRTA

    CIRTA

    Communauté pour l'Innovation et la Recherche sur les Technologies dans l'enseignement/Apprentissage.

  • 1

The contribution of technology in qualitative research

  

 

Leticia Ancer Elizondo

Universidad Autónoma de Nuevo León

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Manuel G. Muñiz García

Universidad Autónoma de Nuevo León

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The writing is a reflection about the advantages of using technology in a qualitative case study. The research was performed about the perception of psychology practitioners in a program of prevention of violence in public schools in the state of Nuevo Leon. At the beginning, we describe the investigation and then we will place in reflection. It is a case study based on qualitative symbolic interactionism (Colas, 1998) its objective was: analyze the perception of psychology practitioners about their involvement in the program of violence prevention. The case: practitioners career in psychology from a public university in the last semesters, which were assigned as a professional practical part in a program of prevention of violence. We consider prevention as oriented report and reflect on what is violence intervention and its manifestations. 360 talks were held at 38 schools and 51 practitioners participated. Data were collected through 8 focus groups, where 28 persons participated, to perform content analysis (Piñuel, 2002). The Software Atlas Ti 7. (Muhr, 2010) was used to sort the data qualitative.

One of the characteristics of qualitative research when the interview, discussion groups or focus groups and data collection techniques used is the large volume of speech of participants makes it difficult faithful reproduction of the statement. Without technological advances, it would not have been possible to obtain the spilled material in the focus groups. Filmed in video allowed us to get all exposed in the group without omissions, also allowed us to locate the stance of each one of the participants on the subject for discussion and gives us the possibility of repeating the scenario as many times as necessary, this led us to get a true and accurate of what happened in the group transcription. While it is important the ability of the person to coordinate a focus group and size to explore on it so that it meets the objective of the group, it is also relevant that there is duly registered spill for later analysis. The texts we obtained were entered to the Atlas Ti 7 for analysis, before the creation of the Software for dates qualitative analysis, the researchers carried out the analysis process by hand, invested much time in ordering the data. The Software has applications that allow the researcher to order a large volume of data in various forms; provide the necessary tools to analyze, find, evaluate, connect, and query data minutely; text can be divided into different segments: words, sentences, paragraphs then be assigned a code, you can also encode images, audio or video recording allows memos, link data that connect different parts of the text; grouping codes and memos in families or categories present data visually. (Colas, 1998b) Although the analysis is still performed by the researcher, the Software allows you to perform quickly a series of relationships that facilitate the analysis. The use in studying the Atlas Ti 7 to sort the data and perform analysis was very helpful allowing us to encode large volume of text in a flexible, create categories and illustrate the results graphically, establish holistic relationships to give a sense the speech of subjects in a short time. No doubt Softwares are a great contribution of technology to the analysis of research data. The study results allowed us to coordinate an analysis of the perception of students about their professional practice and on that basis to propose a rethinking of programs preventing violence and professional training required for the practice.

 

Références 

Colás, M. P. (1998a). Enfoques en la metodología cualitativa: sus prácticas de investigación. En L. Buendía, M. P. Colás & F. Hernández (Eds.), Métodos de investigación en Psicopedagogía (pp. 226-246). Madrid, España: McGraw-Hill.

Colás, M. P. (1998b). El análisis cualitativo de datos. En L. Buendía, M. P. Colás &Hernández (Eds.), Métodos de investigación en Psicopedagogía (pp. 287-311). Madrid, España: McGraw-Hill. 

Piñuel, J. L. (2002). Epistemología, metodología y técnicas de análisis de contenido. Estudios de Sociolingüística, 3(1), 1-42. 

Muhr, T. (2012). ATLAS.ti (Versión 7) [Software de computación]. Berlín,  Alemania: ATLAS.ti Scientific Software Development GmbH.

 

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