METHODOLOGY CHAPTER Thoughts for lit rev or methodology

One criticism of the current literature for the teaching of digital accessibility is that it’s made up of small, often opportunistic individual reflective accounts (why Lewthwaite uses collective voice). 

There are no studies that have been repeated, leading to little empirical data for the teaching of digital accessibility.

No data from the teachers perspective, it’s primarily made up of learner satisfaction, assessment information or measured by pre and post course tests, none of which explain the context and detail about student learning or more importantly the teacher experience.

Methodology chapter notes narrative

Mixed methods - pragmatic. Without a blueprint the research will be designed by what is needed rather than driven by specific methodologies or frameworks.

Data collection to help inform the study

The need for a questionnaire because this insight is not in the literature.

The research process and data collection for implementing an educational intervention

The literature has highlighted that fundamental to the teaching of digital accessibility is the professional development of teachers, ongoing pedagogical support and access to appropriate teaching materials, all of which appear to be challenges or barriers to a sustainable educational solution. Another aspect is the lack of an established community of practice or peer network of experienced colleagues within the subject area that teachers can fall back on, as peer learning and support from knowledgeable others is often seen a fundamental part of supporting professional development and developing expertise. 

Currently those teaching digital accessibility are often individuals championing the topic working in silo or seen as the one go to person or hero in a niche topic that’s unfamiliar or seen as not relevant by others.

Because of this perceived niche and lack of teaching at scale, a solid body of research into educational or classroom practice is also lacking with very little empirical evidence or recommendations for what works when teaching the topic of digital accessibility awareness.

Choosing an appropriate methodology is difficult when no blueprint exists for the study of teaching digital accessibility awareness or an appropriate or recommended research design.

This instead means looking towards and reviewing research methods and methodologies that are already established and recognised within the educational context.

Action research or case studies are heavily recognised research processes within the discipline of education…however both echo the existing literature of being personal or anecdotal reflective accounts rather than a deeper insight from multiple perspectives of how practice can be shaped within the classroom context, which is a current criticism of the existing body of research within the context of teaching digital and web accessibility.

Drawing upon wider perspectives and voices is seen as providing less bias, offering a more robust and reliable account from multiple viewpoints. From a social constructivist perspective.

Design based research 

Design based research for educational interventions potentially offers a more appropriate mechanism for exploring new topics or techniques. Its process is similar to action research by being focused on the development and piloting of new educational materials or activities, but instead is a collaboration between teachers and researchers offering a broader input of participant perspectives for the development of educational activities or materials. However this does not necessarily account for the professional development of teachers, more the focus is on the development of a classroom intervention.

Lesson study 

Lesson study is a form of research that can provide a process for collaborative peer learning and development framework in which to implement a design based research approach. Its specific focus is on professional development to refine practice in the teaching of a specific area and provides a form of small scale supportive community of practice.

Using a combination of both design based research and lesson study will provide both a means of resource development and piloting as well as a means of giving teachers the opportunity to specifically reflect on their experience of planning, enacting and experiencing the pedagogical and situated experience of teaching digital accessibility awareness for their own professional development. 

Lesson study also provides the opportunity to include the learner voice, offering another perspective to develop and refine both the teaching materials and teaching process.

Data collection methods 

Initial training and focus group workshops to plan 

First planning sessions 

Observations and learner interviews

Used to inform the focus groups 

Focus groups to reflect and refine the lesson

Consensus - peer knowledge - develop more insights each iteration.

Lesson observations and learner feedback - drawback of only using the teacher’s perspective and how additional input from learners may either consolidate or challenge their perceptions of what they observed in the lesson, offering deeper insight to be able to reflect of the classroom experience.

Final reflective interviews

Adding individual interviews rather than only relying on the collaborative aspects- often in collaborative environments people hold back, may go with the consensus for the development of the lesson and resources. Personal perspectives of the learning experience of teaching - adds extra dimension and can be triangulated against focus group info to enhance findings about the type of professional development happening or needed for teachers - will help consolidate recommendations.

Triangulation of data

Why this offers a more robust study for PCK - Initial questionnaire findings compared to final interviews- the questions can be revisited to review progress for teachers subject knowledge.

Focus groups and interviews can explore and consolidate findings related to pedagogical practice and the development of materials for the classroom.

Data analysis using reflective thematic analysis 

As an unchartered research topic, data will provide the theories and findings as they emerge - inductive.- PCK,

Reflexive as new experiences will unfold new insights and reflections.