Category: LRNT 622

Potential Theoretical Framework(s)

Terry 3 Comments

Much of the research on OER and its use or non-use in K-12 classrooms has focused on the barriers to implementation. As my research question revolves around how OER can provide resources to teachers, it is important for me to understand strategies to increase OER usage as well as to remove barriers; essentially, what do teachers need to use OER successfully?

A theoretical framework that I have come across that aligns with this topic and my focus is the Technology Acceptance Model (TAM). The TAM explores the relationship between perceived usefulness (the users’ perception of how the technology will improve performance), perceived ease of use (how easy it is to use), and behavioural intention (attitude toward behaviour) and how these aspects affect the use of technology (Marikyan & Papagiannidis, 2023a). An increase in both perceived usefulness and perceived ease of use has a positive effect on the usage and acceptance of the technology (Burgess & Worthington, 2021). The TAM has undergone some changes, resulting in the TAM2, which contains several additional characteristics, as well as the TAM 3, providing even more detailed aspects (Marikyan & Papagiannidis, 2023). 

For my research, I believe that simplicity is best, meaning that the original TAM would suffice; however, the TAM 3 incorporates significant aspects such as experience, computer anxiety, and objective usability that may prove more useful in my research.

A final theoretical theory that aligns with my focus is the Unified Theory of Acceptance and Use of Technology (UTAUT). This theory states that the use of technology is tied to behavioural intention and is dependent on performance expectancy (how the technology will help with job performance), effort expectancy (how easy it is to use), social influence (how the user perceives the perceptions of others when using the technology), and facilitating conditions (how will the users organization support them with the technology); these are also moderated by age, gender, experience, and “voluntariness of use” (Marikyan & Papagiannidis, 2023b). 

I look forward to receiving feedback about which theory would be best suited to my topic and focus.

References

Burgess, G. L., & Worthington, A. K. (2021). Technology acceptance model. In A. K. Worthington (Ed.), Persuasion theory in action: An open educational resource. https://ua.pressbooks.pub/persuasiontheoryinaction/chapter/technology-acceptance-model/

Marikyan, D., & Papagiannidis, S. (2023a). Technology Acceptance Model. In S. Papagiannidis (Ed.), Theoryhub – Academic theories reviews for research. https://open.ncl.ac.uk

Marikyan, D., & Papagiannidis, S. (2023b). Unified Theory of Acceptance and Use of Technology. In S. Papagiannidis (Ed.), Theoryhub – Academic theories reviews for research. https://open.ncl.ac.uk

Getting ready to research

Terry 1 Comment

Image by Pexels from Pixabay

For our newest course, we are beginning to focus on our final project. For me, this means reflecting back to the beginning of my journey and why I wanted to enroll in this Master’s program. 

As a secondary school teacher, I see the importance of technology, but I am also privy to the setbacks, including inefficient practices, lack of training, lack of time, and challenges regarding availability. 

Over the past year, I have discovered the potential of Open Educational Resources (OER) and Open Educational Practices (OEP) as ways to provide teachers with the skills and resources to aid in teaching and learning. 

Ideally, I would like my research to reach secondary school teachers, which could be done in one of the following ways:

1- Holding a professional development (PD) day session

If I were to present my findings during a PD session, I could reach teachers at my local school district. In order to run a session, I would contact my school or district PD chairperson and ask to present a half-day session on my topic. Holding a PD session is a great way to meet and discuss my research with local teachers. 

2- Create a website 

This option would allow for a broader audience. To make a website, it is crucial for me to provide clear copyright information for the resources shared or created.

3- Create an OER, such as a digital toolkit

Creating an OER would directly illustrate the potential of this technology, showcasing its use to other educators. Providing clear copyright information, including a list of Creative Commons licensing options, would be needed to provide clarity regarding the sharing and adaptation of materials.