Lisa Petrides, Institute for the Study of Knowledge Management in Education, USA
Cynthia Jimes, Institute for the Study of Knowledge Management in Education, USA
Carol Hedgspeth, Institute for the Study of Knowledge Management in Education, USA

ABSTRACT

This work specifically sheds light on the ways that OER impacts teacher professional development, knowledge building, and interactive problem solving around teaching practice. Drawing on key findings from several studies, their results reveal the potential of OER to spark new conversations among teachers about how they can be proactive in enhancing their teaching practices. We also present a framework for assessing how new teaching practices emerge as a result of collaborative participation in OER. The discussion has implications for engaging teachers in adopting new OER use practices, and for how OER can be integrated as a model for innovation in teaching and in resource development.