Interviews purposes and questions

Question: 

How can teachers plan and deliver the foundations of digital accessibility awareness education in the primary school Key Stage 2 classroom?

Sub-questions:

  • What prior subject knowledge of digital accessibility awareness do teachers at Key Stage 2 have? - (PHASE 1).
  • How do teachers develop their pedagogical content knowledge (PCK) in digital accessibility awareness education for the Key Stage 2 classroom? - (PHASE 2 & 3).
  • What scaffolding helps to support teachers development of pedagogical content knowledge (PCK) to deliver the foundations of digital accessibility awareness education? - (PHASE 4).

Interview 1: Pre-assessment of ‘subject knowledge’ (45)

(2 mins per question)

Questions:

  1. What is your understanding of digital accessibility, what is it and can you give any examples of what accessible digital content is?
  2. Have you ever heard of inclusive design for learning (UDL) and if so what is it?
  3. Do you know how to make learning materials, Word documents or PowerPoint presentations accessible, if so can you explain or give an example?
  4. Do you know how to make social media posts accessible, if so can you explain or give an example?
  5. What do you know about the legal aspects for the need to create accessible digital content?
  6. What knowledge about disabilities or SEND do you have and can you describe the types of barriers people might experience when using digital content?
  7. What do you know about assistive technologies or tools that can assist people with digital content?
  8. What challenges do you foresee learning about the subject of digital accessibility awareness?
  9. Have you ever had to raise awareness regarding elements of SEND/Disability or accessibility before and if so what was that?
  10. Do you have any family members, friends or even pupils that have any disabilities or accessibility needs?
  11. How confident or comfortable are you to discuss disability and accessibility with your learners at key stage 2?
  12. What challenges do you foresee teaching the subject as a pilot?
  13. How do you think/anticipate the learners will respond to the subject of digital accessibility awareness?
  14. What are you most interested in learning or taking away from participating in this project?
  15. Have you ever heard of the Web Content Accessibility Guidelines (WCAG) or the web regulations.
  16. Have you ever heard of the Social model of disability and if so can you describe what it is?
  17. Have you ever heard the term ‘reasonable adjustments’ from the Equality Act 2010 and what does that mean?
  18. You don’t need any specialist knowledge to be involved in this research, but what support do you think you will need to be able to participate in piloting a teaching intervention around digital accessibility awareness?
*These questions could be grouped by a topic or category.

Interview 2: Post-assessment reflection of the experience and ‘development of pedagogical content knowledge (PCK)’ for the classroom.

Questions (3 mins per question)

  • Repeat initial 1-4 questions to start with?
  • Answer from your personal perspective of the experience;
    1. What challenges did you foresee that were as difficult as predicted?
    2. What other challenges were easily overcome and why was that?
    3. What was most helpful during the process for you to be able to teach the subject in the classroom?
    4. At what point did you feel more comfortable with the subject matter and teaching the subject in the classroom and can you give an example (or examples) of when that moment happened?
    5. What has surprised you the most on the lesson study journey about learning and teaching the subject of digital accessibility awareness?
    6. How easy/difficult was it to learn the topic and skills for digital accessibility awareness?
    7. What advice would you give to others for the teaching of digital accessibility awareness?
    8. What pupil learning did you personally predict to happen when you were planning the lessons and what actually happened? Were there specifically any surprises or challenges? 
    9. What knowledge have you developed from this experience that you might bring into your own practice for inclusive practice? (Subject matter and other participants).
    10. How do you think the learners responded to the subject and what advice would you give other teachers if they were to introduce the topic?
    11. Now you have completed the process how important do you think it is for pupils to learn about the topic of digital accessibility?
    12. If you were to develop the lesson individually how would you change it/teach it?
    13. What materials, resources or support would you recommend that teachers have to be able to teach digital accessibility awareness if it were to be added to the curriculum?
    14. What peer support and contribution was useful to help you develop subject and teaching knowledge?

    Focus group questions (5)

    • How do/did you think the learners will respond to what you have planned and why? - (First workshop) / What pupil learning did you predict to happen when you were planning the lessons and what actually happened? - (Use observation notes from Dudley handout).
    • Were there specifically any surprises or challenges that arose within the classroom during the experience? For the teacher or for the learners?
    • What changes are needed to the lesson or learning materials based on learner observations? What difference would you make and why?
    • What have you learned from observing your fellow participants classes (or their discussion input) that have helped shape the ideas?
    • What additional pedagogical support as teachers do you need to teach the topic?

    Questions for disability community reviewers (5):

    The lesson will be planned from examples deemed appropriate for beginners level and impactful from the literature review that would be .

    • Does the planned lesson represent the basic principles of digital accessibility to demonstrate what basics are needed in place in society?
    • Are the lessons representative of the disability community perspective?
    • What would you change to best represent the subject matter?
    • Are there any biases or stereotypes that need to be addressed?
    • What recommendations do you have for any adjustments to the lesson?


    To consider:

    The labels and mirrors advice from communicating with impact course.

    • Sounds like…
    • Feels like…
    • Looks like…

    And the paraphrasing and last three words. Get academic references for this? Interviewing advice?



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