Social Justice and K-12 Teachers' Effective Use of OER: A Cross-Cultural Comparison by Nations

Autor/inn/en	Tang, Hengtao; Bao, Yu
Titel	Social Justice and K-12 Teachers' Effective Use of OER: A Cross-Cultural Comparison by Nations
Quelle	In: Journal of Interactive Media in Education, 2020 (2020) 1, Artikel 9 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-893X
Schlagwörter	Social Justice; Elementary School Teachers; Secondary School Teachers; Open Educational Resources; Cross Cultural Studies; Access to Computers; Barriers; Teacher Effectiveness; Cultural Differences; Internet; Regional Characteristics; Teacher Attitudes + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Cultural comparison; Kulturvergleich; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kultureller Unterschied; Regionaler Faktor; Lehrerverhalten
Abstract	Open educational resources (OER) have the potential to promote social justice imperatives in education, but because of the uneven provision of technical infrastructure across different countries, it remains uncertain whether the people who need OER the most are its primary beneficiaries. In K-12 education, educators play a major role in the effort to incorporate OER into classroom teaching but, even if they are able to source such resources (overcoming the "first-level digital divide"), many lack the practical capacity to effectively use (e.g., adapt) OER (the "second-level digital divide"). This exploratory research paper employs a cross-cultural perspective to interrogate how the second-level digital divide shapes K-12 teachers' effective use of OER. With the goal of understanding how this divide influences OERs' potential to enhance social justice, this research attempts to identify the factors accounting for teachers' effective use of OER -- and any reception gap -- between different countries by conducting a series of stepwise logistic regressions applied to a large-scale survey of K-12 educators. It does so by assessing OER use amongst 675 K-12 educators around the world in relation to their developmental and cultural contexts, as expressed through the Human Development Index, the Gender Development Index, and Hofstede's six dimensions of national culture. The findings of this exploratory study provide new insights to support OER adoption in K-12 settings worldwide from a cultural perspective. (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01