Time for digital inclusion at scale

BOOK: (Seidman, 2006) Bertaux (1981) has argued that those who urge educational researchers to imitate the national sciences seem to ignore one basic difference between the subjects of enquiry in the natural sciences and those in the social sciences. The subjects of inquiry in the social sciences can talk and think (8) Recounting narratives of experience has been the major way throughout Recorded history that humans have made sense of their experience (8) At the root of in-depth interviewing is an interest in understanding the lift experience of other people and the meaning they make of that experience (9) An observer can watch behaviour and have an observational understanding but what the observer understands as a result of observation may not be all consistent with how a person views or experiences his own behaviour (9) To understand a person’s behaviour the observer would have to gain access to the person subjective understanding knowing what meaning he or she attributes to it (10) ...

Basics: Council tax £195 TV licence £15 Gas/electric £115 Water £37 Internet £27 House contents/buildings insurance £40 TOTAL: approx £436 Extra : Car tax Car insurance £36 K-car-insurance £36 My phone £20 K-phone £20 Adobe £29 Microsoft and antivirus £20 Pet insurance £45 Pet vets plan £22 Life insurance £10

  Descriptive statistics and why e.g. simple, summary - small numbers and as purpose of supplementary input  Thematic analysis and why and the meaning behind the numerical data Deductive and inductive Deductive- Data types such as yes/no likert scale or selections (different data types names) Inductive to let the teachers input speak for itself to identify any insights  Triangulation of the two sets of data to offer depth 

 Useful for intro and rationale  https://pmc.ncbi.nlm.nih.gov/articles/PMC11458047/ https://pmc.ncbi.nlm.nih.gov/articles/PMC11458047/ S ubtitles offer benefits not only to individuals who are deaf or hard of hearing, by enabling them to access the audio content, but also to wider audiences, for example by helping them understand foreign content or unfamiliar accents [1, 2]. Recent research indicates that it is younger generations, particularly Generation Z and millennials, who increasingly choose to enable subtitles, even in countries like the USA or Poland, where subtitling has not been prevalent traditionally [3 –7]. Reasons cited for watching content with subtitles include unclear audio, fast speech rates, background music, challenging accents, the desire to focus, language learning, and not wanting to disturb family members or roommates [8–10]. One notable trend is the practice of watching videos with muted sound on mobile devices, particularly short-form content on socia...

Conceptual frameworks guiding this study:   The social model of disability and inclusive design  Pedagogical content knowledge  Pedagogy as planned, enacted and experienced  Pedagogical Content Knowledge and Its Importance for Teachers Pedagogical Content Knowledge (PCK), a concept first introduced by Lee Shulman (1986), represents the intersection of a teacher’s understanding of subject matter and their knowledge of how to teach that subject effectively. It transcends mere content knowledge and generic pedagogical strategies, focusing instead on the nuanced ways in which subject matter is transformed for teaching. PCK encompasses an understanding of what makes specific topics difficult or easy to learn, the preconceptions and misconceptions learners commonly bring to the classroom, and the most effective strategies for helping students grasp complex concepts (Shulman, 1987). Critically, PCK serves as the foundation of effective teaching, bridging the gap between the...