Teachers' Perceptions of Open Educational Resources: The Case of Open Resources for English Language Teaching (ORELT) in Kenya

Autor/inn/en	Orwenjo, Daniel Ochieng; Erastus, Fridah Kanana
Titel	Teachers' Perceptions of Open Educational Resources: The Case of Open Resources for English Language Teaching (ORELT) in Kenya
Quelle	In: Journal of Learning for Development, 8 (2021) 3, S.582-600 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-1550
Schlagwörter	Foreign Countries; Open Educational Resources; English (Second Language); Second Language Instruction; Teacher Attitudes; Secondary School Teachers; Cultural Influences; Teacher Characteristics; Institutional Characteristics; Rural Schools; Urban Schools; Costs; Instructional Materials; Time Management; Educational Technology; Technology Uses in Education; Educational Quality; Kenya + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Lehrerverhalten; Cultural influence; Kultureinfluss; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Cost; Kosten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Zeitmanagement; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Quality of education; Bildungsqualität; Kenia
Abstract	The use of Open Educational Resources (OERs) in the teaching and learning of various subjects is a relatively new innovation in the Kenyan school system. With the advent and subsequent liberalisation of ICT, material developers are subsequently shifting away from the traditional modes of material development in the form of textbooks and other "canonical" formats which require the teacher to use them as they are handed down without any input or modification. The Open Resources for English Language Teaching (ORELT) is one such educational innovation. This paper reports the findings of a baseline survey conducted in Kenya with a view to finding out the views and perceptions of Kenyan Junior Secondary School Teachers with regard to the adoption of open resources for the teaching of English language in Kenyan secondary schools. Sixty (60) JSS teachers of English from rural and urban schools and of mixed gender were invited for a four day ORELT in-service induction workshop at the Kenyatta University Conference Centre. The teachers were then given ORELT materials in the form of CDs and textbooks for use in teaching English in their schools. They were also registered on the online ORELT platform and each given log in credentials to enable them freely to access the materials and freely interact with fellow teachers throughout the Commonwealth. The study reports that whereas teachers are ready to embrace the use of open resources, they have varying perceptions on the suitability and potential efficacy of open resources in Kenyan classrooms. It also emerges that such differing perceptions are constrained by institutional, cultural, pedagogical and personal factors. Accordingly, the study recommends a more structured, inclusive bottom-up approach to any educational innovation as a means of ensuring success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01