Thoughts about DBR iterations

 Why education design based research 

Why pedagogical framework - why is this important?

Pedagogical framework

Not been done or taught before so appropriate activities will be identified from higher Ed contexts and adapted for key stage 2 beginners level. The main objective of the first iteration will identify and plan how this could work at ks2 and after testing it out what would need to be reviewed and adjusted to work more effectively at that new level of learner. Primarily reflections from the teacher/researcher/observer perspective - team teach.
*Construction of knowledge between researcher and teacher - what can work at key stage 2?

The second iteration would be a more refined set of activities appropriate for key stage 2 and it would be more about the learner feeding back to the research in terms of the activities and their learning - learning as enacted - did this work better, what are the learners taking from the activities - what could make the ‘activities’ more effective? What would both the student and teacher need to be able to teach this without specialist support (researcher as expert).
*Students input about activities and thoughts about subject, what do they understand, what was most useful.

The third would explore the teacher teaching it and their experience of being able to teach this topic - as experienced. 
Teacher experience teaching it without support (they are learning too) and learner experience of learning the topic.
*What support do teachers need to teach the basics of digital accessibility awareness?

Critical theory - reason why it’s needed/social construction of knowledge about ‘what works’.

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