Time for digital inclusion at scale

Paper:  Teachers’ Beliefs on the Benefit of Collaboration in  Lesson Study (2016) -  Madihah  Khalid, Nor Azura  Hj  Abdullah,  Abdulhameed   Kamoludeen In fact, most of the current major educational reforms call for extensive, meaningful teacher collaboration (Inger, 1993). It was noted that although they might collaborate in performing some duties ( e.g  in extra- curricular activities and school functions), they work individually when it comes to planning and preparing their lessons and materials, and struggle on their own to solve their instructional and curricular problems (Ade  Shahren , 2010). The complexities introduced by a new curriculum or by the need to refine an existing curriculum are challenging. Teacher teamwork stimulates new ideas, promotes coherence in a school's curriculum and instruction and makes these complex tasks more manageable (Khalid et al, 2016) Through collaborative work, teachers’ knowledge (especially peda...

  Teach Access   WebAim/W3C   IAAP CPACC   Others I’d found   Review learning objectives and structure of what I covered and conclude what comes first and last   Researching Pedagogy in Digital Accessibility Education | ACM SIGACCESS Accessibility and Computing Full article: Methods that teach: developing pedagogic research methods, developing pedagogy Useful for cross referencing to survey findings  ERIC - EJ1301723 - Faculty Perceptions on Accessibility in Online Learning: Knowledge, Practice and Professional Development, Online Learning, 2021-Jun Hands-on Accessibility Teaching Training for Computer Science Instructors | Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 2  – New?     EJ1246240.pdf https://sid.usal.es/idocs/F8/ART10675/Lazar.pdf Proceedings Template - WORD Accessibility in Web Development Courses: A Case Study Accessibility in introductory computer science | ACM SIGCSE Bulletin Accessibil...

  Book: https://books.google.co.uk/books?id=fwc0EAAAQBAJ&pg=PA95&source= gbs_toc_r&cad =1#v= onepage&q&f =false When adopting a pragmatic approach, rather than starting from a particular philosophical position, the choice of using a mixed methods approach and the mixture of methods and procedures used is seen as being driven by works best for answering the research question ( Taskakkori  and  Teddie , 2021; Johnson and Onwuegbuzie, 2004).  Taskakkori  and  Teddie , 1998) further argue that pragmatism itself can instead be employed as the philosophical underpinning for using mixed methods, similarly echoed by others (Johnson and Onwuegbuzie, 2004; Morgan, 2007 The ambitions of interpretive research is to generate understanding through an articulation of the intentions and reasons for action (p.104) Research provides practitioners with different ways of seeing and understanding their practice, referred to as the cultural role of research (...

  Beyond HCI: The need for accessibility across the CS curriculum In a more recent move to define a curriculum Teach Access (Teach Access ref) have put together a framework of topics to be able to teach digital and web accessibility. This framework was developed through synthesizing computing education and accessible computing literature, alongside discussions with subject matter experts in both computing education and accessibility (HCI paper ref). They too order the main principles and learning concepts as defining disability and the barriers people face, the legal frameworks and guidelines for design, followed by implementation and evaluation. As this is predominantly framed around the needs of university level courses they also include a final unit on the accessibility profession and continuous learning, as highlighted by others who have similarly explored learning objectives in higher education contexts (refs). They recognise that it is equally important for teachers to receiv...

As already established through the literature review, teachers are not aware of or raise concerns about the lack of teaching resources or text books (ref), the findings from this study within the school environment echo the same challenges with (numbers %) saying they are not aware of any materials, and blah blah. Findings are also consistent with research into prior educational knowledge, for example WebAIM found that ??% developers had not had any prior educational input during their time in school (WebAIM, 2021; 2023) with blah upholding similar statistics. Findings from this survey indicated the same, with ??% of upper KS2 teachers similarly not covering this with their own educational experience, although ?participants said this was covered in their university education and a further ? selecting this had been part of their schooling. THESE TEACHERS WERE NEW TO TEACHING suggesting that the topic has been more recently acknowledged within a curriculum context.

5 min row/  Lunges /  Squats/  Shoulder taps Bar bell: Russian below knees with bar bells  Above head lifts Bicep curls bar bell Bar bell: Lift lying down bar bell Bent over row Waist to chin lift Behind shoulder lunge/squats Disks: 2 disks round the world 2.5 Tricep extension behind shoulders 5 Halo both ways 5 Waist stretch left/right Core: Knee to elbow core Weighted sit ups/crunches Leg raises Core: Side to side with weight Cycling elbow to knee  Kettlebell swings/butterfly kicks Leg machines: Bench press Hip both/  Top leg/  Bottom leg (Additional) Lat draw down (Additional) Walking - incline (20 mins 3.5 incline)

  Arguing for Interpretivism as the Philosophical Foundation of a Mixed Methods Study Interpretivism , as a philosophical paradigm, foregrounds the significance of meaning-making in human contexts, seeking to understand how individuals interpret and construct their social worlds. This orientation is particularly appropriate for educational research where the focus lies in uncovering how teachers and learners  experience, interpret, and act upon  curricular innovations, such as the integration of digital accessibility awareness into the classroom. Although mixed methods designs are often associated with  pragmatism , this does not preclude an interpretivist foundation; rather,  interpretivism can meaningfully guide the qualitative dimensions of a sequential mixed methods design , ensuring that the complexity of individual perspectives is retained and understood within their social and cultural contexts (Creswell & Plano Clark, 2018; Hammersley, 2013). Interpr...

  The Value of Triangulation from an Interpretivist Perspective Triangulation, broadly defined as the use of multiple data sources, methods, or perspectives to investigate a research question, is a particularly valuable strategy within interpretivist research paradigms. While triangulation is often associated with enhancing validity through convergence, its purpose within interpretivist inquiry is more nuanced: it supports the development of  rich, multilayered understandings of socially constructed meanings  (Denzin, 1978; Flick, 2004). In this study, which explores teacher readiness and the pedagogical integration of digital accessibility awareness into the Upper Key Stage 2 curriculum, triangulation strengthens the research by illuminating the complex and situated nature of professional knowledge, curriculum practice, and learner engagement. Interpretivism assumes that reality is socially constructed and that knowledge is produced through interaction, reflection, and i...

  Title: Developing a Sequential Mixed Methods Inquiry into Teacher Readiness and Pedagogical Integration of Digital Accessibility Awareness at Upper Key Stage 2 A  sequential mixed methods design provides a robust framework for exploring the multifaceted and context-dependent nature of educational phenomena, especially those involving emerging curricular topics such as  digital accessibility awareness . In such designs, research phases are deliberately ordered so that one form of data collection and analysis (typically quantitative or qualitative) informs and deepens the subsequent phase (Creswell & Plano Clark, 2018). This approach is particularly well suited to questions concerning  teacher readiness ,  pedagogical integration , and  learner response , as these require both broad patterns and deep, contextualised insights to be understood holistically. In the context of the proposed inquiry, an initial  quantitative and qualitative survey could ...

  The question   “How do learners respond to aspects of digital accessibility awareness being integrated into lessons at Upper Key Stage 2?”   is methodologically significant in its capacity to elicit teacher insights that directly inform and expand understandings of   pedagogical content knowledge (PCK) (Shulman, 1987). When explored through   semi-structured interviews , particularly those grounded in teacher reflection and learner feedback, the question provides a valuable window into how teachers interpret the success, relevance, and accessibility of novel curriculum content in real classroom contexts. It not only reveals how content is taught, but critically, how it is experienced and responded to by learners. Shulman (1987)  defined PCK as the knowledge that allows teachers to transform subject matter into forms that are pedagogically effective and meaningful for specific learners. This includes understanding which instructional strategies work best f...

  The focus group question— “How can the learning components of digital accessibility awareness be integrated into the Upper Key Stage 2 classroom and what type of support resources would be needed?” —is methodologically and conceptually well-positioned to explore the nuanced dimensions of   pedagogical content knowledge (PCK)   as introduced by Shulman (1987). Shulman's framework distinguishes PCK as the unique form of knowledge that teachers develop to transform subject content into teachable and learnable formats, grounded in an understanding of learners, curriculum, and pedagogy. In the context of this study, the subject content in question— digital accessibility awareness —is relatively unfamiliar or emerging for most primary teachers, making the exploration of PCK particularly pertinent. Where the preceding  survey  identified broad indicators of  teacher readiness , such as time constraints, confidence levels, and perceived relevance, this focus grou...