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Utilizing OER Resources Via Google Classroom in Secondary Science Classroom

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Participate and share : Poster


Monday, November 30, 1:30–2:30 pm PST (Pacific Standard Time)

Ja’Corie Maxwell  
In this session, participants will gain the tools that they need to create and implement their own curriculum using OERs and Google Classroom. We will explore OERs, explaining what they are and how to utilize them. Then we will apply the information to begin creating curriculum based on OER resources.

Audience: Curriculum/district specialists, Teachers, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Topic: Curriculum planning & evaluation
Grade level: 6-12
Subject area: STEM/STEAM, Science
ISTE Standards: For Educators:
Collaborator
  • Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.
For Education Leaders:
Visionary Planner
  • Share lessons learned, best practices, challenges and the impact of learning with technology with other education leaders who want to learn from this work.
Connected Learner
  • Participate regularly in online professional learning networks to collaboratively learn with and mentor other professionals.

Proposal summary

Purpose & objective

Many schools have adopted 1:1 (one to one) initiatives in order to bridge the educational disparity among students. While this can be a very enriching experience, many districts usually use the funding that they would have used to purchase textbooks for this endeavor, leaving teachers with a gap in educational resources for teaching their subject matter. As a result, many districts are encouraging educators to use Open Educational Resources or OERs. Open Educational Resources are free curriculum components that are distributed in such a way that teachers can do the 5R’s—Retain, Reuse, Revise, Remix, and Redistribute. Retain means that they can independently store and keep copies of the materials. Reuse means that they can incorporate the materials in a variety of settings of their choosing. Revise means that they can make changes that are needed to align materials to their national, state, district, and school standards. Remix eludes to teachers creating a new resource out of the original one and the one that they revised in order to create something new. Redistribute allows teachers the right to take this new information and give it to others to add to their teacher toolbox (Goodson, 2015). Essentially, these are living, evolving, resources that teachers can use to create a curriculum that is not only exciting and current, but it is also of no charge to the district. With cost being a main determinant in what educational resources, OERs provide schools with resources that they can use to educate children for nominal cost. Oklahoma specifically has joined the #GoOpen initiative that is geared toward using openly licensed educational resources that would be included in OERs (The State of Oklahoma, 2016). This exchange of free information can be revolutionary to teachers and districts.

With all of that in mind, this workshop will provide teachers with the tools that they need to create their own curriculum. This particular training will consist of two components that are vital to the lesson planning process. The first section will cover choosing resources. Providing teachers with a criterion for reviewing and selecting tools to use in their classroom would ensure that they were able to seek our high-quality resources. Teachers will also leave with a list of websites and materials that they can use to plan their curriculum or supplement their existing curriculum. This section will also include how teachers can align resources to current national, state, and district standards. Modifying curriculum for increasing and decreasing rigor will be the final component of the section.
The second component of this training will be for teachers to create a way to present the information. Teachers would be given the opportunity to use different mediums to present information so training on how to create high quality presentations, assessments, videos, interactive components would be the focus of this section. The different components would ensure that learning was engaging and interactive for all students.

Outline

1. Introduction of the Topic
This will include what Open Educational Resources are, How they are used, and what they contain.

2. How to Choose Resources
During this section, participants will be encouraged to use the criteria given to find a few resources that they can use. A spreadsheet of tentative sources will be given by the presenter

3. How to Present Information
During this portion, the presenter will demo Google Slides, Clips, iMovie, and Weebly as educational tools that can be used to present information to students.

4. Closing
During this portion, we will summarize what we have discussed and how might this information be useful to us in planning for future years.

Supporting research

Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities (pp. 1-84). Mountain View: Creative common.

Goodson, I. F. (2015). The five Rs of educational research. Power and Education, 7(1), 34–38. https://doi.org/10.1177/1757743814567385

The State of Oklahoma. (2016, February 26). Oklahoma launches statewide #GoOpen initiative. Retrieved from https://sde.ok.gov/newsblog/2016-02-26/oklahoma-launches-statewide-goopen-initiative

The State of Oklahoma. (2019, February 28). MUSKOGEE HS School Report Card. Retrieved from https://www.oklaschools.com/school/1514/

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Presenters

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Ja’Corie Maxwell, Muskogee Public Schools
Graduate student

I was born and raised in Muskogee, OK. I graduated from Muskogee High School in 2012. I attended Northeastern State University and earned my B.S. in Science Education in 2016. In 2018 I began attending the University of Oklahoma and in 2019 I earned my M.Ed in Educational Psychology with a focus on Integrating Technology in Teaching. In 2020 I began working on my Ph.D in Instructional Leadership & Academic Curriculum. When not studying, I enjoy dreaming up innovative ways to use different technologies.

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