Developing Open Education Literacies with Practicing K-12 Teachers

Autor/in	Kimmons, Royce M.
Titel	Developing Open Education Literacies with Practicing K-12 Teachers
Quelle	In: International Review of Research in Open and Distance Learning, 15 (2014) 6, S.71-92 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Open Education; Learning Activities; Elementary Secondary Education; Elementary School Teachers; Secondary School Teachers; Teacher Education; Literacy; Professional Development; Institutes (Training Programs); Teacher Attitudes; Misconceptions; Copyrights; Expectation; Longitudinal Studies; Teacher Surveys; Pretests Posttests; Teaching Experience; Regression (Statistics); Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Lernaktivität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Sommerakademie; Lehrerverhalten; Missverständnis; Expectancy; Erwartung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Qualitative Forschung; Statistische Analyse
Abstract	This study seeks to understand how to use formal learning activities to effectively support the development of open education literacies among K-12 teachers. Considering pre-and post-surveys from K-12 teachers (n = 80) who participated in a three-day institute, this study considers whether participants entered institutes with false confidence or misconceptions related to open education, whether participant knowledge grew as a result of participation, whether takeaways matched expectations, whether time teaching (i.e., teacher veterancy) impacted participant data, and what specific evaluation items influenced participants' overall evaluations of the institutes. Results indicated that: 1) participants entered the institutes with misconceptions or false confidence in several areas (e.g., copyright, fair use), 2) the institute was effective for helping to improve participant knowledge in open education areas, 3) takeaways did not match expectations, 4) time teaching did not influence participant evaluations, expectations, or knowledge, and 5) three specific evaluation items significantly influenced overall evaluations of the institute: learning activities, instructor, and website/online resources. Researchers conclude that this type of approach is valuable for improving K-12 teacher open education literacies, that various misconceptions must be overcome to support large-scale development of open education literacies in K-12, and that open education advocates should recognize that all teachers, irrespective of time teaching, want to innovate, utilize open resources, and share in an open manner. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10