Notes for assignment 3 to update

How can teachers develop and deliver digital accessibility awareness education in the primary school classroom at Key Stage 2? 

Sub-questions

1, What prior subject knowledge of digital accessibility awareness do teachers of Key Stage 2 have?

2, How do teachers as a peer group develop resources and knowledge for digital accessibility awareness education?

3, What scaffolding helps teacher’s individual development of PCK to deliver digital accessibility awareness education


New diagram of the process.

Knowledgeable other.

Insider/outsider reflexive researcher - observer moderator

Key points of rationale rather than descriptive.

More about teachers PCK - Shulman


At scale and to teach everyone it’s a national curriculum thing because everyone contributes to the digital society, not just those who make websites or specialise in computing 

These skills are easy and free to learn, not expensive or technical as per assumptions. Making a link accessible, such as making the words ‘BBC website’ takes exactly the same amount of time and effort as adding a link to the words click here. This is about awareness and a simple concept that has a large impact.

Put it as part of teacher education for teachers to know and understand teaching skills for a digital society. As time goes on if this was part of the curriculum and mindset of the education of our next generation this will become easier. Just like people are getting older and will need accessible content, so will the next generation be able to address or understand what everyone need.

A scalable approach to the social model of disability in the digital age.

Scalable knowledge for accessibility awareness in our digital society- AbilityNet Tech4Good - ask Lucy Ruck

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This research will be positioned to acknowledge the suggestion in literature that teacher’s currently lack the pedagogical support, resources and peer network needed to teach digital accessibility awareness (ref).

It is aimed therefore to adopt a social constructivist approach to combine the digital accessibility subject specialism knowledge of the researcher with the classroom and pedagogical experience of teachers whose knowledge and experience is situated within the key stage 2 classroom. By combining a form of subject specific scaffolding using the researcher as knowledgeable other (ref) it is aimed that teachers as a peer group can leverage their pedagogical knowledge and skills to collaboratively craft teaching and learning for the subject of digital accessibility awareness education. 

Situating the development of this new knowledge within the classroom will also allow for the learner voice to be used, so further perspectives can be utilised to socially construct new insights and understanding.

These varied insights aim to expose the development of teachers pedagogical content knowledge (PCK). PCK as Shulman (1987) explains is the combination of  developing subject matter knowledge, how the subject can be planned and taught in the classroom, as well as understanding how learners respond to that learning.  


To facilitate the intended collaborative approach to developing lessons and resources for a new subject, design based research (DBR) will be adopted. 

Refs about DBR.

DBR - literature review helps to inform the initial development of an intervention.

In this study the literature review will seek to identify what existing learning outcomes and objectives are relevant to the teaching of digital accessibility awareness, what concepts would be suitable for an intervention at beginners level and what activities within the classroom can be sustainably adopted at scale by teachers new to the subject.

Combined with a review of teachers knowledge in the form of a semi-structured interview …to ascertain an informed baseline for the study and help to specifically answer the first research sub-question.

These insights will also inform the initial exemplar lesson delivered to the teacher participants by the researcher as knowledgeable other and subject expert lead. Teachers will then work collaboratively in the next phase of the research to adapt this lesson and the associated resources for adoption in the upper Key Stage 2 classroom.




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