After implementing the workshop, I surveyed my participants about their motivation to implement these technological resources into their professional learning and teaching processes. The survey used a 5-point scale to measure motivation for usage with curriculum, motivation to openly share and license materials, and motivation to learn from OER. Also, the survey inquires about perception of time limitations, administrative support, student support, and predicted adoption.
Here is a link to view the survey:
Most importantly, I was interested in whether teacher's believed in the value of using and creating OER, and whether my workshop had any effect on their prior beliefs.
Here are the results from the respondents pre and prior beliefs of the value of OER:
Prior to the workshop, did you believe that it was worthwhile to use other's openly licensed materials for your own teaching?
After this workshop, do you believe that it is worthwhile to use other's openly licensed materials for your own teaching?
From these charts, it is evident that the workshop affected the prior beliefs of participants to value the use of OER! Specifically, the workshop changed the beliefs of 66% of participants to value the use of OER. Their value of these resources logically translates to increased motivation to use OER in the future. Finally, this major shift in prior beliefs is both impressive and encouraging because it indicates participants were not resistant to change in their belief system prior to the workshop. In the article Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration, Peggy Ertmer cites Griffin and Olson (2001) stating "belief revision as being highly subject to motivational influence and epistemological values." Keeping this in mind, one may assume the sample of participant respondents that changed their belief during the 45 minute workshop did not hold damaging pre-existing values to impede a change in disposition.
Next, I will briefly note that 100% of all participants responded that they believed it was ethical to use open resources for their instruction prior to the workshop. This widely accepted belief may have increased motivation to learn about the implementation of these resources.
Participant response data directly shows that the workshop increased their overall likelihood to use OER.
Prior to this workshop, how likely were you to utilize open educational resources in your curriculum?
After this workshop, how likely are you to utilize open educational resources in your curriculum?
The increased motivation to implement the technology is evident from the data that shows none of the participants were even "somewhat likely" to utilize OER prior to the workshop. However, after the workshop, all participants were at least "somewhat likely" to "highly likely" to utilize the technology into their curriculum.
Though this data is promising, there is still a possibility for the participant intentions to differ from their actions and teaching. Ertmer et. al (2001) reported that "teacher's visions for, or beliefs about, classroom technology use did not always match their classroom practices." The teacher explanations for these inconsistencies between belief and practice were, "contextual restraints, such as curricular requirements, or social pressure exerted by parents, peers, or administrators."(Ertmer, 2005) This lead me to investigate the contextual factors that may reduce the participant's ability to implement OER, such as time, administration support, and student acceptance. All participants responded that they believed they had sufficient "time" to implement OER into their curriculum. Further, 3 participants noted that they believed OER would save them time as a motivating factor. Half of the participant responses indicated their administration would support OER in the curriculum. All participants indicated they believed their students would support OER in the curriculum.
The qualitative data from the survey provides insight into the pre-existing beliefs. One participant responded that "I'm concerned about them possibly being boring or seen as lazy". This indicates a pre-existing belief that instruction should be "teacher-created"and online materials are "boring" and easy to acquire. Specifically, this participant is concerned with the appeal to students and peers, addressed in the rationale for inconsistencies between practice and belief by Ertmer.
Another extreme shift in participant beliefs that occurred through the workshop was the sentiment held for openly licensing their own materials. The charts below show that none of the participants were likely to openly license their materials prior to the workshop. Afterward, all were at least "somewhat likely" to openly license their materials!
Also indicating a successful shift in beliefs is the unanimous shift in the likelihood to recommend OER to students. When asked "Prior to this workshop, how likely were you to recommend open educational resources to your students for extra research?" none of the respondents indicated they were likely to do this. After the workshop, all participants indicated they would be likely to recommend OER to students!
 |
| Participants "Likely to recommend OER to students" prior to workshop |
 |
| Participants "Likely to recommend OER to students" after the workshop |
Moving forward with the survey analysis, the data indicates that all participants were familiar with the technology used to implement OER prior to the workshop. All participants has used the internet to acquire educational materials prior to the workshop. This pre-existing behavior supports their future likelihood to implement the behavior into their instruction.
Finally, one of the most promising results was that all participants indicated they believed "OER can enrich your instruction." This is substantial because teacher beliefs guide their behavior. In the article "Teachers' views of computers as catalysts for changes in their teaching practices", Dexter et. al (1999) said that "Although culture and context create norms of teaching practice...teachers can choose within these limits the approach that works for them. This autonomy provides teachers with choices to adopt, adapt, or reject an instructional reform." (p.224) This quote directs that the positive feedback from participants regarding their beliefs about the value of OER and their intention to utilize it will motivate their teaching habits and increase the probability of adoption.
Thanks for reading!
No comments:
Post a Comment