Assignment notes

This research study sits within the backdrop of digital equality and inclusion; digital knowledge and skills development and the school based educational curriculum. 

E&I:

The internet and digital content is paramount to today’s economy quote (Refs). Changes in digital transformation bring challenge to access.

The web and digital content is woven into the fabric of today’s society. It has transformed almost every aspect of public, private and work life and is a vital part of our economy (Cabinet Office and Government Digital Service, 2014). Terms such as Digital by default (refs) and Digital first (ref) are synonymous with this digital transformation.

However, the shift to digital has presented its own challenges because the accessibility of services are variable (Disability Unit, 2021; p.90).

1 in 5 are estimated to have some form of disability or impairment 

…and the issue of assistive technology not working unless content is made accessible. And many others may struggle to use poorly created content due to other temporary disabilities or situational challenges.

Disability is unique because it is the only minority group someone could either be born into or anyone could join at any time (Bogart and Dunn, 2019).

The UK Digital Inclusion Strategy (Department for Digital, Culture, Media and Sport, 2022) references addressing the digital accessibility of content as being vital if we are to reduce digital exclusion and meet all user needs.

Digital skills, as well as access to digital infrastructure and accessibility, are fundamental to addressing barriers associated with digital exclusion (Department for Digital, Culture, Media and Sport, 2022).

Access to digital content by everyone a fundamental right (ref). Social responsibility (Ref).

Digital exclusion is described as having no place in 21st Century Britain (Science and Technology Committee, 2016; p.36).

(Similar to other digital expectations and legal responsibilities such as online safety and GDPR. The need for accessible content is recognised in law - Legal backdrop. 

Although these legal requirements exists there is still a significant Lack of accessible content (ref). 

Legal (Lewthwaite) disabled people now have a route. Legal rights have been exercised.

AbilityNet reference - no other ref to this development being addressed.

Skills demand

Other digital skills recognised and taught.

DIG SKILLS:

There is a high level of demand for people with the skills to produce accessible digital content from within both the public and private sectors, yet currency there is a skills shortage (Disability Unit, 2021; p.91).

There is an overall digital skills crisis across the educational pipeline. 

The Digital Skills Crisis Report found that the digital skills crisis is present in all stages of the education and training pipeline (Science and Technology Committee, 2016; p.34).

Digital skills are fundamental to our economy.

The digital skills gap is estimated to cost the economy £63 billion per year in lost potential gross domestic product (GDP), resulting in a workforce inadequately equipped to meet the demands of the digital age (Department for Digital, Culture, Media and Sport, 2022; Cabinet Office and Government Digital Service, 2014; Science and Technology Committee, 2016). 

Add this to the cost benefit of making content accessible, one estimate puts the spending power of disabled people and their families at £274 billion (The Disability Unit, 2021).

Cost of retrofitting accessibility at the end of projects either due to oversight or lack of knowledge means projects can cost up to 100 times more than if accessibility was applied from the beginning and throughput the design process (ref).

The implication and cost of lack of digital skills and not including accessibility is three fold.

Digital skills are increasingly essential for industry sectors, and schools will need to invest in upskilling teachers so that digital skills can become more mainstream, rather than a standalone subject. They point out that the government seems to treat computer science as a separate subject rather than a mechanism to enhance learning access across other subject disciplines (Science and Technology Committee, 2016; p.28).

DA SKILLS

Specific to accessible content creation - Accessible Technology Skills Gap.

PEAT findings and ref to industry and there is a demand.

Not just computing but disciplines across curriculum.

Matt May quote.

Lack of teaching and lack of research for the teaching of digital accessibility awareness. 

Immature body of knowledge as well as gap in practice.

Studies on teaching focus on learners experiences and are reflective or descriptive accounts rather than empirical.

Nothing in schools

The  government’s Digital Skills Crisis Report (Science and Technology Committee, 2016) refers specifically to digital skills in schools and asserts that addressing the digital skills crisis starts with our education system as this is crucial to be able to prepare today’s young learners for a future economy (p.24).

The education sector should develop and adapt their efforts to meet the changing needs of the digital economy (Science and Technology Committee, 2016; p.34).

TEACHERS KNOWLEDGE:

The education sector should develop and adapt their efforts to meet the changing needs of the digital economy (Science and Technology Committee, 2016; p.34)

The Skills Crisis Report recommends that the government increase its investment in teacher training as a long term commitment (Science and Technology Committee, 2016; p.28).

It is absolutely vital that teachers are sufficiently equipped and confident to teach digital subjects (Science and Technology Committee, 2016; p. 27).

Teachers are mainly specialists in HE - hero model and not sustainable to meet the wider demand.

Wider curriculum needed not just a specialism. Not just in computer sciences.

Lack of confidence and resources.

Lack of pedagogical and subject knowledge.

Lack of studies relating to teacher’s development of courses and teaching knowledge, most especially those who may have never taught it before.

This knowledge gap is both within the wider teaching community of practice and within academic literature.

We can’t teach a subject without focusing attention on supporting teachers knowledge and pedagogical practice.

The Digital Skills Crisis Report (Science and Technology Committee, 2016) identified that many teachers lack the required subject knowledge and pedagogical knowledge they need to teach digital skills, so highest on the agenda should be ‘what can we do to support the teaching workforce as best we can’ (p.28). 

Specific to digital accessibility, this skills gap has been dubbed the ‘Accessible Technology Skills Gap’ (Disability Unit, 2021; p.91). 

RESEARCH QUESTIONS 

The Disability Unit (2021) Shopping: National Disability Strategy explained. GOV.UK. Online: https://disabilityunit.blog.gov.uk/2021/07/28/shopping-national-disability-strategy-explained/#:~:text=One%20estimate%20puts%20the%20spending,strengthen%20our%20guidance%20in%202021 (Accessed 21 November 2023).

Bogart, K.R. and Dunn, D.S., 2019. Ableism special issue introduction. Journal of Social Issues, 75(3), pp.650-664.