Interview thoughts

 Describe the experience and add meaning to the experience 

Write a persona profile and written overview of their classroom experience- PCKg questions to add meaning to that experience 

Visually represented as a circle of topics 

Triangulate key overlap in themes raised in PCKg

Pre-service teachers - our next generation of teachers getting scaffolding training to apply it to the classroom environment- working with experienced teachers to integrate activities- experienced teachers could help with observations.

Development of early PCKg - recommendations for classroom environment but also teacher training for subject matter knowledge- both being inclusive and teaching learners about it

Could be used for university instead of SCULPT scenario.

How can digital accessibility awareness be introduced into the primary school curriculum at upper key stage 2?

What students- why upper key stage 2

What teachers - e.g. why explore this from pre-service (e.g. not an add-on or extra but part of their developing PCK. - within the pre-service offers opportunities to explore PCKg but also subject matter knowledge and findings to integrate subject matter into teacher education for next generation of teachers - enabled scaffolding part of the recommendations.

Focus group activity as learning activity 

SCULPT and THRIVES

https://www.gla.ac.uk/myglasgow/digitalaccessibility/guidelines/

Add THRIVES to the e-learning as educational model.

Write about THRIVES in literature review- e.g. a model built specifically in the educational context 

https://blogs.qub.ac.uk/digitallearning/staff/digital-teaching/teaching-practice/digital-accessibility/

Ask Tracy Galvin if she’s ever written a paper on THRIVES?

Post-PHD I can look at teacher education and how digital accessibility awareness can be integrated 

I can look at ENABLED as part of teacher education as a module?

Questionnaire currently teachers have this knowledge 

We need to address future teachers awareness to be able to integrate the topic- therefore teacher education 


Comments

Post a Comment

Popular posts from this blog

Notes from original proposal

Text taken from original proposal to unpack/expand: The barriers and ‘unlearning’ highlighted during SCULPT were potentially framed by prior complex  beliefs and understandings and ‘unlearning’ or ‘retrofitting’ skills (Youngblood, 2010). As Gu (2010, p.340) explains “a large part of human and professional knowledge can hardly retain its original meaning when it is divorced from the contexts in which it was constructed and produced.” This made me consider that these skills should potentially be taught at the point these original meanings are constructed and that happens at a much younger age. To understand when it would be appropriate to introduce the basics of awareness and skills in school, I considered the age when young people develop digital skills (Department for Education, 2013) as well as an understanding of what it means to be disabled and children’s perceptions for those with disabilities (Boer et al, 2012).  In a literature review Babik & Gardner (2021) found th...
Read more

Teach Access Repository and Facebook research link

Image
 #Educators, do your students know what assistive technology means? From tactile maps to screen readers, #AssistiveTechnology includes a number of devices that enable and foster the inclusion of people with disabilities. The Teach Access Curriculum Repository (TACR) has various resources designed to build out your courses and introduce your students to these types of technologies.  Go to the TACR (https://lnkd.in/gWMxzk2e) and check out the presentation slide deck on assistive technology and the assignment for using a screen reader, under the Psychology section.    #BackToSchool #Accessibility #Inclusion #ScreenReader #AssistiveDevices #Psychology #Disability #Disabilities #A11y https://teachaccess.org/curriculum-repository/ Facebook research post: PhD Thesis Writing Process: A Systematic Approach—How to Write Your Introduction To download complete article, use the link: https://files.eric.ed.gov/fulltext/ED590321.pdf https://files.eric.ed.gov/fulltext/ED590321.pdf?f...
Read more

Ideas for initial quantitative survey data

Phase 1 will be an initial survey to paint a basic picture of knowledge in schools. This survey I aim to do with a large number of respondents to get a broad picture of a range of schools and scale to have more reliable data to be able to group and analyse. This will be followed up with semi structured interviews to add more detail and to explain and better understand the findings. This will be smaller in scale but across a cross section of participants from a range of settings. *This in terms of Dewey is going to help identify the extent of the problem and help reflect on the problem. Any findings can also be located in literature to triangulate and discuss. Phase 2 will be focus groups exploring a range of knowledge concepts and resources (suggested solutions) with both teachers and learners to identify their level of understanding of each of them is and what could be realistically embedded into the curriculum and at what point or made visible and understood in the education space to...
Read more