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EdTech: Influencing and promoting policy for equitable access

4.2    

This module looks at how to improve the elements of an organisation's digital technology strategy that relate to accessibility and its significance for bringing about change in teaching and learning practice.

Leading
Aim

This module shows you how to influence and promote effective policy for addressing issues of equitable access to digital technology.

Objective

After completing this module you will be able to:
- review the application and impact of policy for addressing issues in y our own pedagogical practice
- suggest improvements and changes for the next round of policy making

Digital Teaching Professional Framework

This module covers the EdTech component - F1 : Accessibility

  • Provide equitable access to appropriate digital technologies and resources, e.g. ensuring that all learners have access to the digital technologies used.
  • Select and use digital strategies which respond to the learner's digital context, e.g. contextual constraints to their technology use (e.g. availability, institutional restrictions - offender learning, work based learning), competences, expectations, attitudes, misconceptions and misuses.
  • Use digital technologies and strategies, e.g. assistive technologies, designed for learners' in need of special support (e.g. learners with physical or mental constraints; learners with learning disorders).
  • Consider and respond to potential accessibility issues when selecting, modifying or creating digital resources and to provide alternative or compensatory tools or approaches for learners with special needs.
  • Use design principles for increasing accessibility for the resources and digital environments used in teaching.
  • Continuously monitor and reflect on the suitability of the measures implemented to improve accessibility and adapt strategies accordingly.
More about the Digital Teaching Professional Framework

Taking note of your feedback
We greatly appreciate the time taken to provide us with feedback on each module. We regularly review all the feedback provided and use it to inform the development of new modules. Subject to funds being available and other constraints, we will amend existing modules where feedback shows this is required.
Reviews
13th February 2020
Constance Henry

Our Response: Thank you.
6th February 2020
Mark Butler

useful information

Our Response: Adding a comment to your rating makes a real difference! Thanks.
4th February 2020
Rachel Sherwood

A really interesting session from which I have a lot to consider re policies

Our Response: You feedback is important to us and will inform our future development.
3rd February 2020
Alistair McNaught

A really important module and one for SMT to be aware of (or even do!). I knocked off a star for the self assessment otem "Resources are formatted" because half the issue of inaccessible documents is that teachers use formatting rather than heading styles. I think that particular item description needs to be tweaked.

Our Response: Thank you for your helpful comments which will inform our ongoing development.
3rd February 2020
Skills Logic

Our Response: Thank you.
1st February 2020 (edited on 1st February 2020)
Vikki Liogier

Some excellent guidance on how the Teaching and Learning Strategy should give clear guidance on how learning technologies deliver accessibility & inclusion. The three strategies: Teaching and Learning, Digital and Accessibility & Inclusion should also be aligned to promote equitable access.

Our Response: Your comments are appreciated and will be helpful in serving and building our community of practice.
13th January 2020
Patricia Odell

Our Response: Great thanks!
7th January 2020
Julie Meredith

Our Response: Appreciated!
2nd January 2020
Matthew Gordon

Our Response: Appreciated!
10th December 2019
Kate Horner

Our Response: Cool!
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Badge for Accessibility - Leading

This is the Leading stage, which recognises you have a high level of knowledge about accessibility and can start to guide and support peers.