Question thoughts - ontology, epistemology and methodology
How can we support (the next generation of) school teachers to deliver lessons in the basic principles of digital accessibility awareness to our next generation of learners?
Objectives:
Planned: Choose and plan teaching activities to be able to deliver the basic principles of digital accessibility awareness in schools.
(What activities can be developed to deliver the basic principles of digital accessibility awareness)
Enacted: Pilot a series of lesson activities x 3?
(What lessons can be learned through piloting teaching and learning activities in digital accessibility awareness)
Experienced: Make recommendations based on experience for a supporting toolkit for teachers to be able to deliver digital accessibility awareness education in school
(Based on experience what recommendations can be made for a supporting teachers toolkit to help deliver digital accessibility awareness education)
Action research/ pragmatism- mixed methods - what are the benefits and what is the challenge of this approach?
Design based research - socially constructed Co-production - benefits of this approach/ pitfalls
Offer insights into how teachers might plan and deliver learning around digital accessibility awareness and what support they would need if it were to be added into the curriculum.
Social model of disability and inclusive design as leading the outcomes for the development of activities and understanding - critique the fix model of medical and web regulations- come at it from a citizenship educational perspective- and why?
Pedagogy is planned, enacted and experienced- socially constructed - situated learning- and so is the knowledge and understanding around social model of disability - teachers development of knowledge skills and experiences is situated and constructed.
Pedagogy is the art, craft and science of teaching - mixed methods? - what knowledge- assessments, pre/post student questionnaires, surveys, quizzes, activity scores.
Interviews, focus groups, observations of lessons, open questionnaires, reflections.
Using a selection of activities used in the workplace for beginners, and others identified in literature as appropriate for beginners, teachers will be able to select and adapt materials and activities that could be relevant to be used in school. Having a range of materials promotes choice and discussion for what could work best pedagogically within the school context. Focus group to plan and agree on a series of appropriate activities and lessons. (Multidisciplinary) perspectives- conceptual understanding of needs and barriers and technical tips - 3 main activities/lenses to teach. (Planned)
Delivered by 3 teachers - how did this work with learners. Do one after the other with all present and observing each other to refine for the next session to be taught. Reflect on what works and make improvements for each iteration. (Enacted)
Using experiences reflect on what support do teachers need to be able to teach this, what training or staff development is needed and how could this be organised as a teacher toolkit for existing teachers or initial teacher training. Like EDI as an update to teachers education. (Experienced)
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Why is digital accessibility awareness important for our next generation of learners? - Gaps in education.
Why the next generation of teachers? Why as part of teacher training? - learn it as part of practice - UDL EDI inclusive and teaching accessibly, as well as the teaching and raising awareness of digital accessibility (embedded in practice and in encouraging and modelling practices in learners) - why?
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Ontology- what do you know about your subject and how do you know it (synthesis) - society needs it/ skills gap/ demand for skills/ learner gap in knowledge, gap earlier on/ gap in the teaching of it - literature/ course specs/ professional- contested understanding and lenses people understand it from/locate and position it. The impact of knowing this on the intended study.
Epistemology- how do you create new knowledge/e.g where can it come from - what type of knowledge is discipline made up of - constructed/situated/ teaching context knowledge / discipline
Methodology- how will you plan to collect knowledge- pattern of collection/plan - order (discuss pros and cons of different methodologies e.g. action research in the context of filling gaps/ pragmatism and Co-production DBR.
Methods- tools for data/material collection - why appropriate epistemologically to generate new knowledge for this discipline. Why valued and valid for context.
Thoughts:
Teaching and education is social sciences which is interpretive, realities are constructed out of experiences. Co-production is social constructivism.
The subject of digital accessibility awareness being explored as part of the teaching is also socially constructed and has several lenses and perspectives. Several perspectives and beliefs, values and positions.
This rejects positivism as it subjective rather than the objective view of positive research.
Inductive rather than deductive because it will be a new curriculum idea with no measurable variables, theories will develop as they become apparent as there is no theory to test.
Structure of teaching is pedagogy- planned, enacted and experienced. The discipline of teaching is observation led, situated and contextual. The most recognised paradigm is that of social construction/ made up of communities of practice.
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