乐胖代购免代理版

{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,8,27]],"date-time":"2024-08-27T14:30:49Z","timestamp":1724769049185},"reference-count":44,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2020,4,18]],"date-time":"2020-04-18T00:00:00Z","timestamp":1587168000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":["bera-journals.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Brit J Educational Tech"],"published-print":{"date-parts":[[2020,11]]},"abstract":"Abstract<\/jats:title>Teachers in K\u201012 settings often teach out of textbooks in order to provide differentiated instruction. Open educational resources (OER) might be an effective alternative to traditional textbooks for K\u201012 teachers because of a free access to a rich collection of open\u2010licensed educational materials. Understanding how to encourage teachers to accept OER is thus critical. However, existing evidence mainly concerns the advantage of OER in cost reduction but overlooks the merit of openness. To fill this gap, this mixed methods inquiry, implementing the technology acceptance model, integrated qualitative and quantitative findings to obtain a comprehensive understanding of teachers\u2019 intentions of adopting OER in K\u201012 settings. This study found that perceived ease of use and perceived usefulness predicted K\u201012 teachers\u2019 intention to adopt OER with attitudes toward OER as a mediating variable. Perceived ease of use also determined perceived usefulness. Teachers\u2019 perceptions of OER adoption were also examined for additional insight into the quantitative findings. Practical implications of adopting OER in K\u201012 curriculum were discussed.<\/jats:p><\/jats:sec>\nPractitioner Notes<\/jats:title><\/jats:caption>What is already known about this topic\n\nK\u201012 teachers need to teach out of textbooks to provide differentiated instruction but publishers usually charge teachers high subscription fees without giving them permission to customize the resources.<\/jats:p><\/jats:list-item>\nOpen educational resources (OER) allow teachers to retain, reuse, revise, remix and redistribute free open\u2010licensed resources.<\/jats:p><\/jats:list-item>\nTeachers\u2019 intention to use technology predicts their actual technology use, but evidence regarding reinforcing teachers\u2019 intention to adopt OER is limited.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p>What this paper adds\n\nThis paper demonstrates the perceived ease of use of OER is a primary factor in how useful teachers consider them to be, how teachers feel about them in general, and how likely they are to use OER.<\/jats:p><\/jats:list-item>\nThis paper shows perceived usefulness of OER determines teachers\u2019 attitudes toward and intention to use OER.<\/jats:p><\/jats:list-item>\nThis paper shows teachers\u2019 attitudes toward OER mediate the effect of perceived ease of use and perceived usefulness on their intention to adopt OER.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p>Implications for practice and\/or policy\n\nSimplifying the search process by improving the design of OER repositories to reinforce teachers\u2019 perception that OER are easy to use.<\/jats:p><\/jats:list-item>\nEstablishing quality assurance of OER to strengthen teachers\u2019 perception that OER are useful.<\/jats:p><\/jats:list-item>\nAdvocating open educational practices in K\u201012 settings to engage students and teachers in the creation and curation of open content.<\/jats:p><\/jats:list-item>\nInitiating nationwide campaigns (eg, #GoOpen) to engage school districts and teachers in producing and publishing high\u2010quality OER.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p><\/jats:boxed-text>\n<\/jats:p><\/jats:sec>","DOI":"10.1111\/bjet.12937","type":"journal-article","created":{"date-parts":[[2020,4,18]],"date-time":"2020-04-18T10:26:21Z","timestamp":1587205581000},"page":"2558-2572","update-policy":"http:\/\/dx.doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":33,"title":["Understanding K\u201012 teachers\u2019 intention to adopt open educational resources: A mixed methods inquiry"],"prefix":"10.1111","volume":"51","author":[{"ORCID":"http:\/\/orcid.org\/0000-0002-8846-7654","authenticated-orcid":false,"given":"Hengtao","family":"Tang","sequence":"first","affiliation":[]},{"given":"Yu\u2010Ju","family":"Lin","sequence":"additional","affiliation":[]},{"given":"Yingxiao","family":"Qian","sequence":"additional","affiliation":[]}],"member":"311","published-online":{"date-parts":[[2020,4,18]]},"reference":[{"key":"e_1_2_8_2_1","first-page":"2039","article-title":"Curriculum and textbook program development provision comparison in china, mexico, the caribbean and nigeria: The way forward","author":"Adebayo B. 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