Teachers in K–12 schools have shown an increasing desire for open educational resources (OER) to ensure all students can learn effectively. OER provide teachers with free access to open-licensed educational resources that they can retain, reuse, revise, remix, and redistribute for personalized instruction. Open educational practices (OEP) have been considered a pathway to reinforce the acceptance and readiness of K–12 teachers to use OER. This research thus showcases a qualitative study that investigates teachers’ experiences with OEP. This research explains K-12 teachers’ perceived benefits of implementing OER and also discusses their perceived barriers hindering OER usage in K–12 settings. The study also discusses the practical implications of integrating OER in K–12 curriculum.
- open educational resources,
- open educational practices,
- qualitative inquiry
Download the article in PDF to read it.
- Blomgren, C. (2018). OER awareness and use: The affinity between higher education and K-12. International Review of Research in Open and Distributed Learning, 19(2), 55-70. doi: 10.19173/irrodl.v19i2.3431
- Bowen, G. A. (2006). Grounded theory and sensitizing concepts. International Journal of Qualitative Methods, 5(3), 12-23. doi: 10.1177/160940690600500304
- Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa
- Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks, CA: Sage.
- Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. The International Review of Research in Open and Distributed Learning, 18(5), 1-21. doi: 10.19173/irrodl.v18i5.3096
- Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. doi: 10.2307/249008
- Davis F. D., Bagozzi R. P., & Warshaw P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35, 928-1003. doi: 10.1287/mnsc.35.8.982
- Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. doi: 10.1016/j.compedu.2012.02.001
- Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80-92. doi: 10.1177/160940690600500107
- Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology , 50(5), 2572-2593. doi: 10.1111/bjet.12864
- Hassall, C., & Lewis, D. I. (2016). Institutional and technological barriers to the use of open educational resources (OERs) in physiology and medical education. Advances in Physiology Education, 41(1), 77-81. doi: 10.1152/advan.00171.2016
- Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. doi: 10.1007/s11423-006-9022-5
- Hilton, J. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Educational Technology Research and Development, 64(4), 573-590. doi: 10.1007/s11423-016-9434-9
- Hilton III, J., Larsen, R., Wiley, D., & Fischer, L. (2019). Substituting open educational resources for commercial curriculum materials: Effects on student mathematics achievement in elementary schools. Research in Mathematics Education, 21(1), 60-76. doi: 10.1080/14794802.2019.1573150
- Kelly, H. (2014). A path analysis of educator perceptions of open educational resources using the technology acceptance model. The International Review of Research in Open and Distributed Learning, 15(2), 26-42. doi: 10.19173/irrodl.v15i2.1715
- Kimmons, R. (2015). OER quality and adaptation in K-12: Comparing teacher evaluations of copyright-restricted, open, and open/adapted textbooks. The International Review of Research in Open and Distributed Learning, 16(5), 39-57. doi: 10.19173/irrodl.v16i5.2341
- Kimmons, R. (2016). Expansive openness in teacher practice. Teachers College Record, 118(9), 1-34. Retrieved from https://www.tcrecord.org/Content.asp?ContentId=21521
- Lin, Y. J., & Tang, H. (2017). Exploring student perceptions of the use of open educational resources to reduce statistics anxiety. Journal of Formative Design in Learning, 1(2), 110-125. doi: 10.1007/s41686-017-0007-z
- Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass Publishers: San Francisco, CA.
- Morales, R., & Baker, A. (2018). Secondary students’ perceptions of open science textbooks. Journal of Interactive Media in Education, 2018(1). doi: 10.5334/jime.455.
- Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage Publications.
- Office of Educational Technology. (n.d.). #GoOpen Districts. United States Department of Education . Retrieved from http://tech.ed.gov/open/districts/
- Patton, M. Q. (2002). Qualitative research and evaluation method. (3rd ed.). Newbury Park, CA: Sage Publications.
- Read, K., Tang, H., Dhamija, A., & Bodily, B. (2020). Understanding the impact of OER courses in relation to student socioeconomic status and employment. International Journal of Open Educational Resources, 3(1). Retrieved from https://ijoer.org/understanding-the-impact-of-oer-courses-in-relation-to-student-socioeconomic-status-and-employment doi: 10.18278/ijoer.3.1.5
- Tang, H., & Bao, Y. (2020). Social justice and K-12 teachers’ effective use of OER: A cross-cultural comparison by nations. Journal of Interactive Media in Education, 2020(1). doi: 10.5334/jime.576
- Tang, H., Lin, Y. J., & Qian, Y. (in press). Understanding K-12 teachers’ intention to adopt open educational resources: A mixed methods inquiry. British Journal of Educational Technology. doi: 10.1111/bjet.12937
- Wiley, D., & Hilton III, J. L. (2018). Defining OER-enabled pedagogy. International Review of Research in Open and Distributed Learning, 19(4), 133-147. doi: 10.19173/irrodl.v19i4.3601
- Wiley, D., Webb, A., Weston, S., & Tonks, D. (2017). A preliminary exploration of the relationships between student-created OER, sustainability, and students’ success. International Review of Research in Open & Distance Learning, 18(4), 60-69. doi: 10.19173/irrodl.v18i4.3022