Ontological and Epistemological Position This research is grounded in a pragmatic paradigm , which embraces methodological pluralism and foregrounds the research question as the primary driver of methodological choices. Rather than aligning exclusively with either a positivist or interpretivist worldview, pragmatism offers a flexible ontological and epistemological stance that recognises the value of both objective and subjective understandings of educational practice. Ontologically , pragmatism rejects rigid dualisms between realism and relativism, instead adopting a situated, action-oriented ontology that acknowledges both the existence of observable educational phenomena (such as curriculum structures or pedagogical practices) and the constructed meanings that teachers and learners ascribe to them. In this study, teacher readiness to teach digital accessibility is understood not as a fixed trait, but as a dynamic construct shaped by contextual, experiential, and sys...
I’m back with a quick accessibility tip - if you’ve heard accessibility people talking about screen readers but you don’t actually know what they are or how they work then this post is for you! Here are a few videos where people show how they use a screen reader on a computer or a phone. You can hear what they sound like and get a better understanding of why the structure of a page matters so much for assistive technology! - This is how blind people use an iPhone! by Molly Burke (YouTube short) - https://lnkd.in/exTh7qQ4 - How A Screen Reader User Accesses The Web from Smashing Magazine (1 hour 13 minute video on YouTube) - https://lnkd.in/gpBHRYaf - Screen Reader Demo for Digital Accessibility from UCSF Documents & Media Photography (5 minute video on YouTube) - https://lnkd.in/eCjbSBSq - How Blind People Type + Use Phones by idkrossplay (YouTube short) - https://lnkd.in/efB72iRH
Conceptual frameworks guiding this study: The social model of disability and inclusive design Pedagogical content knowledge Pedagogy as planned, enacted and experienced Pedagogical Content Knowledge and Its Importance for Teachers Pedagogical Content Knowledge (PCK), a concept first introduced by Lee Shulman (1986), represents the intersection of a teacher’s understanding of subject matter and their knowledge of how to teach that subject effectively. It transcends mere content knowledge and generic pedagogical strategies, focusing instead on the nuanced ways in which subject matter is transformed for teaching. PCK encompasses an understanding of what makes specific topics difficult or easy to learn, the preconceptions and misconceptions learners commonly bring to the classroom, and the most effective strategies for helping students grasp complex concepts (Shulman, 1987). Critically, PCK serves as the foundation of effective teaching, bridging the gap between the...
Comments
Post a Comment