Developing open education literacies with practicing K-12 teachers

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 partici...

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Autor principal:	Royce M Kimmons
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	open education K-12 literacy development professional development Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/44f551b19d294d58b05733e451035ab8
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spelling	oai:doaj.org-article:44f551b19d294d58b05733e451035ab82021-12-02T19:20:54ZDeveloping open education literacies with practicing K-12 teachers10.19173/irrodl.v15i6.19641492-3831https://doaj.org/article/44f551b19d294d58b05733e451035ab82014-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1964https://doaj.org/toc/1492-3831 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. Royce M KimmonsAthabasca University Pressarticleopen educationK-12literacy developmentprofessional developmentSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 6 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	open education K-12 literacy development professional development Special aspects of education LC8-6691
spellingShingle	open education K-12 literacy development professional development Special aspects of education LC8-6691 Royce M Kimmons Developing open education literacies with practicing K-12 teachers
description	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.
format	article
author	Royce M Kimmons
author_facet	Royce M Kimmons
author_sort	Royce M Kimmons
title	Developing open education literacies with practicing K-12 teachers
title_short	Developing open education literacies with practicing K-12 teachers
title_full	Developing open education literacies with practicing K-12 teachers
title_fullStr	Developing open education literacies with practicing K-12 teachers
title_full_unstemmed	Developing open education literacies with practicing K-12 teachers
title_sort	developing open education literacies with practicing k-12 teachers
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/44f551b19d294d58b05733e451035ab8
work_keys_str_mv	AT roycemkimmons developingopeneducationliteracieswithpracticingk12teachers
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Developing open education literacies with practicing K-12 teachers

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