Open educational resources (OER) provide a strategic opportunity to improve the quality of education of K-12 public schools as well as to facilitate knowledge sharing and capacity-building across the world (UNESCO, 2015). Yet, “research on the impact of OER is generally limited, in the context of K-12 only a handful of peer-reviewed papers and commissioned reports exist” throughout the world (de los Arcos, Farrow, Pitt, Weller & McAndrew, 2016, p. 24). This is also true in Brazil where there has been little, if any, empirical research on teachers’ use of OER in the K-12 public school sector. Brazilian K-12 teachers also face various barriers and challenges that impact OER uptake such as readiness for change and innovation (Torres, 2013); possessing technology literacy (Amiel, 2006; Amiel & Reeves, 2008; Amiel, 2013); the way teachers use resources and their power to choose resources (T. Anderson, personal communication, June 20, 2014); and institutional support for innovation (Ferreira, 2014). Due to these challenges, there is great need for teacher professional development (TPD). This session is aimed at presenting findings of a case study conducted at one Brazilian fundamental education public school. The case study comprised the development and delivery of a face-to-face OER professional development program (ODP). The main goal of the program was to raise awareness and build teachers’ knowledge regarding OER adoption and use. For the ODP, the design thinking approach was used to deliver four workshops. Design thinking is focused on creating solutions to difficult problems in education by addressing the needs of the teachers who will consume a product or implement innovation and the infrastructure that enables it (Brown & Wyatt, 2010). This approach enabled the researcher to see problems and challenges through the eyes of participants, which is in line with the interpretive tradition of case study research (Cohen, Manion & Morrison, 2011). Qualitative data linked to the program were analyzed using coding categories derived from the categories of Warschauer’s (2002) framework for Effective Use of ICTs. To assess learning outcomes post-ODP, focus groups were conducted and data were interpreted and analyzed using a generic inductive approach. The findings of this study suggest that ongoing facilitator support and hands-on TPD in OER can enhance teachers’ engagement and confidence with OER and that school administrations’ awareness and engagement is imperative to ensure their success. The study proposes a set of evidence-based OER guidelines for stakeholders who wish to promote the adoption and use of OER in the Brazilian public fundamental education system. During this presentation this researcher will share and discuss other important findings with participants highlighting how this study contributes to Brazilian K-12 education.
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