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Inclusive Digital Technology

If you have an interest in assistive technology and would like to update your professional development, CALL Scotland, in partnership with Edinburgh University’s Professional Learning, is offering an innovative course on Inclusive Digital Technology (IDT) starting on 14th March 2020.

This blended learning course is pitched at SCQF Masters-level 11. There will be  practical face-to-face workshops and online teaching and learning (self-study) which explores the developments and arguments surrounding inclusive technology and pedagogy.

10 week course
(starts 14 Mar 2020)

£700

 

Overview

The Inclusive Digital Technology (IDT) Professional Learning course is unique in the field of assistive technology in Scotland.

The course is set within a context of underpinning academic literacies, legislation and policy at national and local levels in relation to inclusive digital technologies and resources for pupils with additional support needs (ASN).

Inclusive Digital Technology (IDT) is used as an umbrella term to include a range of assistive technologies and resources to support pupils with additional support needs (ASN) including:

  • Learners with literacy and numeracy difficulties - dyslexia and dyscalculia.
  • Learners who experience sensory difficulties - visually impaired, blind and/or hearing impaired.
  • Learners with communication difficulties.
  • Learners with complex needs.
  • Learners with Autistic Spectrum conditions.
 

What does the course cover?

The course examines underpinning academic literacies in the field of inclusive digital technology, for example:

  • arguments surrounding the concept of inclusive education,
  • relevant legislation and policy,
  • universal design for learning (UDL),
  • assistive technology models of assessment,
  • a range of inclusive digital technologies and resources.

Who is the course for?

Teachers in primary and secondary school settings as well as educators in Further Education institutions or other settings who have a keen interest in learning about inclusive technology and pedagogy.

You will have an opportunity to carry out a small reflective research project, allowing you to engage in evidence-based teaching and learning.

 

Why study the course?

Educational research allows the teacher to become...

researcher-practitioners rather than objects of academic researchers

(Hargreaves 2009) Educational Research and Evidence-based Practice. Sage Publications, London.

Educational research practitioners play an important part in evidence-based teaching and can advance the capability and capacity for enquiry and help to promote inclusive practice in the school.

This course is not about learning to use inclusive digital technologies!

There is an expectation you will have some knowledge and experience of using different assistive technologies and resources in the classroom to support pupils.

Find out more about the course and book your place.

 

Showcase of student work

Research, case study and inclusive digital technology

As part of the Inclusive Digital Learning course, you have an option to submit an assignment, a case study which critically assesses the use of inclusive digital technologies in your workplace in terms of how it impacts as an intervention to support a pupil with additional support needs.

The case study provides you with an opportunity to become a 'researcher-practitioner', to implement and carry out a small-scale action research project and to consolidate your learning by demonstrating your findings as an evidence-based teacher.

Educational research in the form of case studies allows the teacher to become

researcher-practitioners rather than objects of the activities of academic researchers (Hargreaves 2009).
Case studies play an important part in evidence-based teaching and can advance the capability and capacity for enquiry in school.

 

Reference
Hargreaves, D. Teaching as a Researched-based profession. In Hammersley, M. (2009) Educational Research and Evidence-based Practice. Sage Publications Ltd. London.

Case Studies

Below is a showcase of case studies which recognises the work of our first cohort of students. The case studies offer a broad sweep of topics with interesting and insightful methods and outcomes.

C-Pen Case Study

In this case study the author explores whether the use of a reading pen (C-Pen) would make a significant difference to assist reading speed with pupils who experience literacy difficulties.

Technology to aid distance viewing

An investigation to decide on the most appropriate technology to support a pupil with a visual impairment.

Video as a means for promoting student voice and critical thinking

This case study explores the use of video in relation to an assistive technology assessment model to develop skills in reflection and self-determination for disabled children.

The effect of text-to-speech software on promoting inclusion and improving reading comprehension and vocabulary

Examines the impact of text-to-speech software to study the effect on reading comprehension with pupils who experience reading difficulties and pupils without reading difficulties. The author also refers to Universal Design for Learning (UDL) as an approach to help eliminate potential stigma faced by struggling readers.

How competent are teaching staff in the use and implementation of inclusive digital technology?

A review of assistive technology understanding and knowledge within the context of teacher training provision to remove barriers to learning and aid inclusion.

How can the use of MyStudyBar be developed for the benefit of the FE student experience?

This case study considers how the use of MyStudyBar, a suite of free software programs, can be used and developed to support Further Education (FE) students within Lews Castle College (LCC) - part of the University of the Highlands and Islands (UHI).

 

We have received permission from the students to showcase their work - where appropriate names of schools, participants and authors have been anonymised.

 

Course feedback

The variety, range and quality of the materials was excellent. The opportunity to hear from others who are working in this area.

The course content was excellent and also the extensive knowledge and experience of Craig and the Call Scotland team was very apparent. The opportunity to read so extensively and access to so many online resources. The overall course has had a very positive impact on the development of our service going forward.

Excellent content. Beneficial to be able to access such a wealth of resources via Edinburgh University Library and good to have a period of continued access to these resources after the submission date. Allowed me focussed time to critically reflect on aspects of my job. Great support from tutors throughout the course.