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MON Adapting OER for the Professional Development of English Language Teachers (Gospel Ikpeme)

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Gospel Ikpeme
10 January 2019

Multimedia Poster

For an introduction to the project presentation please see the >multimedia poster . I have also created an >accessible version of my poster for people with sight challenges.

 

Abstract

Social exclusion has continued to be an enormous issue despite the increase in technologically rich learning platforms on the internet. A lot of those who use mobile technology have access to the internet but are unaware of the existence or use of OER (Online Educational Resources) and so they are being left behind.

My project is focus on the adaptation of OER for English language teachers. The essence of the project is to provide help to ensure the provision of learning materials to the marginalised teachers in the developing world, especially those in sub-Saharan African countries such as Nigeria.

The project will sensitise the teachers and help them acquire information and knowledge on OER. The English language teachers on the project will discover alternative ways of demonstrating what they know, and this will lead to a change in their classrooms as they begin to challenge their learners in more productive ways using materials from the OER sites.

Most teachers in Nigeria use mobile technologies and are on social media app networks such as Facebook, WhatsApp and Telegram. This project will empower the teachers and improve their access to professional development and education available via OER sites (See O’Connor, 2000). OER offers a plethora of choices.

My presentation will consider how systems can be created for teachers to have access to OER repositories. In recent times, there has been an increase in internet-based network of freely available online resources for learning and teaching. These open educational resources include highly interactive and innovative curricula, visualizations, simulations and lesson plans. There are features that support the use of real-world resources (see McArthur & Zia 2008; Zia, 2001; Borgman et al., 2008). These increasingly available online resources are infrastructure available for teachers to use, access, and share, connect, create and adapt resources in ways that can change their practice (Borgman et al. 2008).

In the presentation, I will demonstrate that the use of social media technologies has an essential place in teacher professional development because teachers learn voluntarily. Teachers use forums to reflect on own practices and exchange ideas with colleagues (see Marcia & Garcia, 2016). So, instant messaging software have helped teachers to adapt information, to re-conceptualize and to make information much more functional for their contexts (Cranefield & Yoong, 2009). In very recent years, mobile learning devices have offered a variety of learning opportunities (see Macia & Garcia, 2016; Rambe & Bere, 2013; Cakir & Arslan, 2013; Hwang, Huang & Wu, 2011).

Given that WhatsApp, Telegram and Facebook stand out in many studies as effective tools and applications used by many people and available in mobile devices. It is easy to create online community of practice using WhatsApp, Telegram or Facebook (see Baran & Cagiltay, 2010; Wesley, 2013) and many teachers all over the world use WhatsApp, Telegram and Facebook for social and learning purposes.

References

Baran, B., & Cagiltay, K. (2010). Motivators and barriers in the development of online communities of practice. Egitim Arastirmalari-Eurasian Journal of Educational Research, 39, 79-96.

Borgman, C., Abelson, H. and Dirks L. (2008) “Fostering learning in the networked world: the cyberlearning opportunity and challenge,” Report of the NSF Task Force on Cyberlearning, National Science Foundation, Washington, DC, USA.

Çakır, H., & Arslan, İ. (2013). Mobil cihazlar için ders içerik paketinin geliştirilmesi. Bilişim Teknolojileri Dergisi, 6(3), 24-34. 

Cranefield, J., & Yoong, P. (2009). Crossings: Embedding personal professional knowledge in a complex online community environment. Online Information Review, 33(2), 257-275. https://doi.org/10.1108/14684520910951203 (Last accessed on 7 January, 2019)

Hwang, W., Huang, Y., & Wu, S. (2011). The effect of an MSN agent on learning community and achievement. Interactive Learning Environments, 19(4), 413-432. https://doi.org/10.1080/10494820903356809 (Last accessed 4 January 2019)

Macià, M., & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291-307. https://doi.org/10.1016/j.tate.2016.01.021 (Last accessed 2 January, 2019)

McArthur, D. J. and Zia, L. L. (2008) “From NSDL 1.0 to NSDL 2.0: towards a comprehensive cyberinfrastructure for teaching and learning,” in Proceedings of the 8th ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL '08), Larsen, R., Paepcke, A., Borbinha, J. and Naaman, M. Eds., pp. 66–69, Pittsburgh, Pa, USA. View at Publisher.

O’Connor, B. (2000) E-learning and students with disabilities: from outer edge to leading edge. Keynote speech presented at Networking 2000 [online]. Available at http://nw2000.flexiblelearning.net.au/main/key04.htm  (accessed 7 January 2019).

Rambe, P., & Bere, A. (2013). Using mobile instant messaging to leverage learner participation and transform pedagogy at a South African University of Technology. British Journal of Educational Technology, 44(4), 544-561. https://doi.org/10.1111/bjet.12057 (Last accessed 4 January 2019)

Wesely, P. M. (2013). Investigating the community of practice of world language educators on Twitter. Journal of Teacher Education, 64(4), 305-318. https://doi.org/10.1177/0022487113489032 (Last accessed 5 January 2019)

 

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