Chapter 14 in profile – Teacher professional learning communities: A collaborative OER adoption approach in Karnataka, India

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This week we profile Chapter 14 of the ROER4D edited volume by Gurumurthy Kasinathan and Sriranjani Ranganathan. Titled “Teacher professional learning communities: A collaborative OER adoption approach in Karnataka, India”, this chapter arises from research work undertaken in ROER4D sub-project 5 and analyses OER adoption amongst amongst Indian school teachers by examining the enabling and constraining techno-social, techno-pedagogical and sociocultural factors in an education context characterised by (1) low information and communication technologies (ICT) use in schools; (2) a “textbook culture” in which teachers often act as simply “content transmitters” of officially prescribed texts; and (3) diverse linguistic challenges, in which predominantly English language OER may not always be relevant.

Findings suggests that teachers are able to use digital methods to adopt OER and to contextualise (revise) OER to suit their needs, if given appropriate training. Their techno-social skills of teachers in this study were advanced through greater knowledge and experience with digitally mediated collaborative OER activity. Techno-pedagogical efficacy improved through greater networking with other colleagues and a sense of openness to having their materials adapted and revised, though teachers acknowledged that linguistic and quality challenges remained. The collaborative OER adoption approach also raised teachers’ sociocultural knowledge concerning copyright and contextually relevant OER.

Visit the sub-project web page to access more detail on the study and other outputs.

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