Original article by New America >
Introduction
In 2002, the term Open Educational Resources (OER) emerged from a UNESCO meeting sponsored by the William and Flora Hewlett Foundation, offering an opportunity to develop freely available, high-quality educational materials that could be edited and shared. Over the next two decades, strategic investments and commitments led to the creation of an OER infrastructure, establishing OER as a recognized field encompassing networks of resources, practices, policies, and research. Consequently, the field could concentrate on producing more accessible materials to facilitate meaningful learning for all young people.
Research tells us that when materials are high-quality and teaching is done well, students learn about language, attitudes, beliefs, behaviors, and cross-cultural knowledge; they build identity when they learn about societal expectations of themselves and others. Outcomes include enhancing student engagement, improving academic achievement, supporting learning about various subjects, and influencing career interests. However, as states pass legislation prohibiting the teaching of critical race theory in K-12 schools, some have conflated this academic concept with culturally relevant education. As a result, legislation is being created that removes culturally relevant materials, bans books, and regulates how educators can discuss race, sex, and systemic inequality in the classroom.
OER, known for its flexibility and customizability, can play a significant role in creating culturally relevant materials that reflect the diversity of student backgrounds and perspectives. Collaborating with educators prepared to support diverse learners allows all students to learn, develop critical thinking skills, and gain the student agency essential for deeper learning and success.
Not only is OER positioned to become a greater resource in more K-12 classrooms, but it is also potentially an effective tool for developing culturally relevant materials, particularly given recent challenges. OER can allow educators to provide culturally relevant instructional materials as some states ban or censor certain educational resources, particularly pertaining to stories about LGBTQ+ youth and students of color. In 2023 alone, 3,362 books were banned, restricted, or censored in U.S. public K-12 schools. 42% of the 3,362 books cover topics like youth health and wellbeing, 30% include characters of color or discuss race or racism, and 30% have LGBTQ+ characters or themes.
Despite its potential, a 2023 study indicates that only 28% of teachers are aware of OER and Creative Commons licensing. However, over three-quarters of teachers customize existing and/or create their classroom materials, possibly unaware that they are developing OER. Barriers to implementing OER have been well-documented and include a lack of professional development and ongoing support, adequate technology skills, pedagogical knowledge to integrate OER, legislative support, and the availability of appropriate OER. In addition, permission may be required from department leads, school administrators, or school district policymakers to use different curricular materials that are already approved.
To better understand OER’s current practices, and its opportunity to develop materials that are more accessible, effective, and support deeper learning for all young people, we reviewed existing research and information and conducted interviews with researchers, educators, advocates, leaders, and other practitioners. We examine effective pedagogical OER practices, highlight promising practices for sustaining, expanding, and implementing OER in K-12 classrooms, and begin to explore how advancements in other educational technologies can improve the use of OER.
Read the full analysis here.