Research topic/aim Due to ongoing digitalization of Nordic education, there is a strong need for research about digital technology in classrooms.Classrooms today are becoming connected through mobile devices, which changes them as spaces for learning and social interaction. This development also calls for new research methods that are able to capture and analyze the role of digital devices in classroom interaction. In this presentation we highlight some ethical aspects of video research, drawing on experiences from two large video ethnographic studies in Finland (Textmöten) and Sweden (Uppkopplade klassrum). Theoretical framework Theoretically the two projects depart from socio cultural understandings of learning and literacy (Barton, 2007), where teacher and student participation in classroom interaction are mainly investigated from a multimodal perspectives on social interaction (Goodwin, 2000). Methodological design To be able to compile and compare data between the two countries, a shared design has been developed where we use wi-fi technique and video. A total of 15 focus students in the upper secondary school have been followed, total of 160 hours of recorded lessons. The combination of screen recordings and traditional video ethnographic material makes possible the detailed analysis of how face-to-face and mobile mediated interaction intertwine in the context of the classroom. Students had control over the application during recording and it was possible for them to turn off the mirroring whenever they wished to. After the data collection the screen recordings were compiled with two simultaneous video recordings from the classroom, one focusing on the students’ desk and surrounding peers and one focusing on the students’ laptop screen and/or paper-based resources in literacy practices. Expected conclusions/findings Classroom video studies of connected social interaction demands research methods that generates data that are personal and sometimes sensitive. This requires an ethically conscious stance that goes beyond processes of informed consent, since the methods come so close to the personal and corporal sphere of the research persons which could be experienced as intrusive (c.f. Aarsand & Forsberg, 2009). Through the focus students’ use of social media, also other students have become involved in the research, which raises new ethical challenges. Ethical considerations, involving continuous negotiation and dialogue between researchers and participants, have therefore been an integrated part of the process before, during and after the data collection.

Aarsand, P. & Forsberg, L. (2009). Producing children’s corporeal privacy: ethnographic video recording as material-discursive practice. Qualitative Research, 10 (2), 249–268 Barton, D. (2007). Literacy: An Introduction to the Ecology of Written Language. (2nd ed.). Malden, MA: Blackwell Publishing. Goodwin, C. (2000). Action and Embodiment Within Situated Human Interaction. Journal of Pragmatics, 32(10), 1489–1522. DOI: 10.1016/S0378-2166(99)00096