The Impact of Professional Development on K–12 Teacher Awareness, Use, and Perceptions of OER

Authors

DOI:

https://doi.org/10.19173/irrodl.v26i3.8019

Keywords:

OER, OEP, K-12 teachers, professional development

Abstract

This paper reports the findings from cycles three and four in a longitudinal design-based research (DBR) study with K–12 teachers to evaluate their gains in awareness, use, and perceptions about open educational resources (OER) in general and after engaging with the Pathways Project (PP), a repository of 900 world language activities. Two groups of teachers participated in distributed learning with different engagement levels to apply the 5Rs of OER (i.e., retain, reuse, revise, remix, and redistribute), specifically using OER from the PP. The Pathways subscribers (n = 23) attended webinars and received monthly newsletters throughout the project period. A smaller group, referred to as the Pathways training cohort (n = 16), participated in a four-month cohort including a synchronous workshop, monthly synchronous meetings, and asynchronous tasks. The study was conducted in the Mountain West region of the United States, where access to quality teaching materials varies across rural and urban districts, and professional development (PD) opportunities are lacking. The findings revealed that the training cohort self-reported statistically significant increases in awareness of all 5Rs, and increased frequency of revising and remixing OER; their belief in the effectiveness of OER for learning also increased. Conversely, while the subscribers group did show some gains in awareness, use, and perceived value of OER, none of these were statistically significant. These findings suggested that K–12 teachers valued OER but require strategic, long-term PD to achieve gains in awareness, use, and perceived value of OER. This study responded to the challenge of sustaining open pedagogy, particularly for an under-studied K–12 population.   

Author Biographies

Kelly Arispe, Boise State University

Kelly Arispe (Ph.D. UC Davis), is Launch Director for the School for the Digital Future and Professor of Spanish in the Department of World Languages at Boise State University. As launch director, she leads the development of the school's mission, vision, values, and strategic goals and supports the vitality of existing and new programs. Arispe regularly teaches upper-division Spanish courses in Spanish linguistics in the department and was formerly the Coordinator for Teacher Education in World Languages. She defines herself as a community-engaged scholar and is the Director of the Pathways Project, an Open Educational Resource (OER) Repository that hosts over 900 activities to support world language teaching for ten languages adopted and adapted by teachers from primary, secondary, and university levels. Her primary research focuses on Open Educational Practices (OEP), Virtual Exchange, and Technology Enhanced Language Learning and AI for Teaching & Learning. She’s published her work in Open Praxis, IRRODL, Language Learning & Technology, CALICO, and Foreign Language Annals, and has authored multiple open textbooks with Pressbooks. She was a recent recipient of an NEH Digital Humanities Advancement Grant where she evaluated the impact of Open Educational Resources and OEP on K-12 urban and rural teacher practices in Idaho and an external evaluator for Erasmus+ projects related to virtual exchange, intercultural development, and teacher training.   

Amber Hoye, The Rebus Foundation

  • Amber Hoye (M.E.T, Boise State University) leads educational programs at The Rebus Foundation, a Canadian Registered Charity, applying her expertise in instructional design and project management to expand access to open education resources worldwide. As former co-director of Français inclusif (2023 Open Education Award finalist) and The Pathways Project, she successfully orchestrated the development of 15 comprehensive open textbooks and more than 900 educational resources. Amber also served as key personnel on a recently completed two-year NEH Digital Humanities Advancement Grant that evaluated the impact of OER/OEP on K-12 urban and rural teacher practices in Idaho. With Creative Commons certification and specialized training in OER and Fair Use principles, she remains dedicated to incorporating varied perspectives and crafting meaningful learning experiences that benefit students across academic environments.

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Published

2025-08-14

How to Cite

Arispe, K., Hoye, A., & Haynes, M. (2025). The Impact of Professional Development on K–12 Teacher Awareness, Use, and Perceptions of OER . The International Review of Research in Open and Distributed Learning, 26(3), 41–60. https://doi.org/10.19173/irrodl.v26i3.8019

Issue

Vol. 26 No. 3 (2025)

Section

Research Articles

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