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Open educational resource use in K-12: prevalent practices of teachers engaged in educational technology communities.

机译：K-12中开放式教育资源的使用：从事教育技术社区的教师的普遍做法。

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摘要

While a majority of schoolteachers in the United States have adequate access to the Internet to search out, select and use Open Educational Resources (OER); actual reuse is limited and little is known broadly as to how these resources are typically used. Two research questions guided the study, "What practices are typically engaged in when using OER?" and, "Do differences exist between groups of teachers when using OER?" This study describes the development of a survey instrument that determines general use practices among K-12 teachers and differences among them. Results from the field test are presented and discussed, followed by recommendations for policy, teacher education and professional development.;The design of the instrument involved a series of drafts that began with a literature review and then required the input of the proposed audience, educational technology experts, and an adherence to a systematic survey design methodology. The input, collected through interviews and expert review, contributed to the validity of the instrument. The resulting instrument was field tested with a sample of educators affiliated with educational technology professional organizations. The results provided data for analysis of the reliability of the instrument as well as answers to the research questions. Ten uses were identified as being prevalent OER uses through frequency data. They included interactions where teachers used OER for inspiration, planning, providing a richer selection of materials, and to support online learning. Evidence of the most widely used open educational practices of technology proficient teachers informed recommendations for appropriate instructional strategies for professional development and teacher education geared towards the adoption of OER in planning, classroom use, and personal educational needs of current and future teachers.
机译：尽管美国大多数学校教师都有足够的互联网访问权限来搜索，选择和使用开放式教育资源（OER）；实际的重用是有限的，对于通常如何使用这些资源知之甚少。该研究指导了两个研究问题：“使用OER时通常会采用哪些实践？”并且，“使用OER时，教师组之间是否存在差异？”这项研究描述了一种调查工具的发展，该工具确定了K-12教师之间的普遍使用做法以及他们之间的差异。提出和讨论了现场测试的结果，并提出了政策，教师教育和专业发展的建议。;该仪器的设计涉及一系列的草案，首先是文献综述，然后需要拟议的听众，教育机构的输入。技术专家，并坚持采用系统的调查设计方法。通过访谈和专家审查收集的意见有助于该文书的有效性。所产生的仪器已与教育技术专业组织的附属教育者进行了现场测试。结果为分析仪器的可靠性提供了数据，并为研究问题提供了答案。根据频率数据，有十种用途被确定为OER的普遍用途。它们包括教师使用OER进行启发，计划，提供丰富的材料选择以及支持在线学习的互动。技术熟练的教师使用最广泛的开放式教育实践的证据，为专业发展和教师教育的适当教学策略提供了建议，旨在采用OER来规划当前和未来教师的计划，课堂使用以及个人教育需求。

著录项

  • 作者

    Kelly, Hope Yvonne.;

  • 作者单位

    University of Florida.;

  • 授予单位 University of Florida.;
  • 学科 Curriculum development.;Educational technology.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 172 p.
  • 总页数 172
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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