Due to limitations in the literature there is no current data to benchmark the current knowledge of KS2 teachers to inform the appropriate planning of an educational intervention.
Information that is available refers to teachers in higher education (ref), the knowledge of developers in the workplace (ref) or that of students in the higher education or college classroom (ref).
To be able to conduct the qualitative part of this study in an informed way, this research will first seek to gain data from the sample population on their current awareness of digital accessibility.
From application
The existing literature does not yet provide baseline information regarding the existing digital accessibility knowledge and awareness of teachers at KS2. Therefore, this study needs a simple mechanism to sample this population to gain some baseline predictors, indicators or distinguish any key characteristics prior to the starting the qualitative study (Creswell and Plano Clark, 2007). It is also recommended to assess teachers’ prior knowledge before finalising the designs of educational interventions so it can be better adapted to participants knowledge level (Evens, Elen and Depaepe, 2015). It is intended during Phase 1 to collect 40-50 responses to have a diverse representative sample of knowledge from the Key Stage 2 teaching population in line with quantitative data collection techniques (Denscombe,1998) (Appendix 1).
The questionnaire findings in the form of descriptive statistics can be an economical, cost-effective and be easily emailed to respondents to save time (Teddlie and Tashakkori, 2009; Denscombe, 1998) and can be comparatively straightforward to analyse (Cohen, Manion and Morrison, 2000). The questionnaire will have no more than 20 questions, with only 3 that are open ended. Using some open-ended questions can invite quotes containing the ‘gems’ of information that otherwise might not have been caught using closed questions (Cohen, Manion and Morrison, 2000;).
The questionnaire will also be anonymous, which can also encourage participation and more honest and open responses (Cohen, Manion and Morrison, 2000). A range of Multi Academy Trusts and Local Authorities across the UK will be approached to seek permission to contact any schools directly or add the survey request within their local authority school newsletters. A minimum of 50 responses will be sought across the UK to gain a broad and balanced sample overview across the Key Stage 2 population.
Prior to this, it will be important to pilot the questionnaire to increase its reliability, validity and practicality (Cohen, Manion and Morrison, 2000). It will serve as a way to check the clarity of questions, the timing to complete it, identify redundant questions and an opportunity to try out a system of analysis (Cohen, Manion and Morrison, 2000). The data will be captured using Microsoft forms, and follow the research questionnaire production checklist, as advised by Denscombe (1998, p. 172) (Appendix 12).
Part 1 - Baseline study questionnaire
The study’s main focus is on exploring teachers in practice, yet resources need to be developed to plan to train. Interventions need to be planned at the right level for the participants knowledge.
Literature missing for my sample participants - so rather than assume school teachers knowledge is the same as those in higher education and more technical subjects or work disciplines.
Most do pre and post to be able to benchmark progress (refs). Initial separate study will offer this initial baseline data.
Examples of what get asked (raised awareness, skills competencies).
Ludi and other paper recommendations - more broadly at understanding the learning objectives add disability and prior experience.
Quick and easy way to gather information- quick and easy to analyse to get a cross section baseline. Useful for triangulate any findings from Phase 2/3, especially the reflective interviews to offer that pre and post analysis of skills and PCK development.
Anonymous- benefits-means I can throw the net widely.
Throw the net widely to get a balanced picture, contact local authorities/MATs/Schools and school networks. To get an amount to reduce bias, at least 50 responses.
Along with what was found in the literature will help to plan the training for the qualitative element of the study. It will also help to inform the reflective questions in the final interviews in the qualitative study.
Copy text in from original ethnics review to shape this up.
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