 Greetings. My name is Carlos Spear and I am pleased to be joining you in the Open Ed 21 conference and I am happy to be an OER fan and advocate. And I'm excited to have a small part in this conference and hopefully advocating in a way that will help advance and sustain OER, particularly in K-12 schools. I come to you from rural America, specifically Southwest Missouri. And I have been a teacher, a counselor, a principal, and I currently am serving as a school counselor in a small district. For a little bit of background, I first learned about OER when I was reading on emerging technology several years ago. And my interest eventually evolved into being the focus of my dissertation. One of the things that I looked at early on was Go Open. And in looking at the districts in Missouri, we had a large number, still do, of districts who are launched districts. And we actually had the highest number of school districts in our state as far as state numbers who served as ambassador districts. And I found that interesting considering that Missouri is not a Go Open state. So I did some further checking and research around OER and K-12 schools. And it led me to creating a phenomenological study to look at the adoption process and what led to the decision to formally adopt open educational resources in Missouri's Go Open districts. And in this presentation, I'm going to share kind of how I set up the study and focus mostly on the findings of the study. And I hope that that will be of use to others. And sorry that we can't have like a question and answer here, but I will try to provide information that will be beneficial. I think it's pulled up. And to be completely honest, I'm probably like a lot of people and my initial interest in OER was definitely guided by the thought that the stuff is free, why wouldn't everyone use it? However, that has been surpassed by the belief that knowledge is meant to be shared. And also by the belief that if public dollars have been used to create or develop something, then it should be publicly available. And that also helps eliminate all the redundancy that takes place in schools across states and even across the nation. All schools doing the same or similar work, recreating the wheel every time is definitely ineffective and inefficient. So with my study and just some of the research to back up the reason for my study. The level of OER adoption versus the level of research that shows the usefulness of OER was out of balance, still is. In the New Horizons Report in 2014, it even explained that OER would be leading K-12 ed tech in three to five years. So it's interesting to look and see where we are now compared to those predictions. And of course, while progress has been made, formal district-wide adoption and state support of OER is irregular and inconsistent. And part of the reasons for this study was the hope that by looking at the data from these districts, the pattern themes which emerged could help benefit educators, school districts and policymakers, and also help with the current lag in the widespread adoption. So it's not just individual districts and one-off districts who are utilizing OER. I did have the central question guiding my research about what influenced the decision to formally adopt OER in Missouri's co-op industries. And then specifically the things I looked at when I did the interviews were the circumstances influencing the awareness, key players influencing the decision to explore further actions, which influence the adoption of OER. And then of course what obstacles impacted the rate and degree of adoption and what outcomes were observed. Because phenomenological research is based on a specific lived experience, it has been shown to be an appropriate approach for looking at experiences with technology like OER. Now, just to give you a little background on the participants who were part of the study, there were 13 go open districts in Missouri who could be a part of it. 10 district leaders of the 13 agreed to take part in the study. And I won't spend a whole lot of time on some of these slides, which has specific information, but it's something you could go back and look at. You can see on the side of this slide though, the differing levels of engagement where their OER initiative either stands now or if it ever even took off. And I'll talk about that more in just a little bit. There was a very wide breakdown this represented a wide range of districts with enrollments lower than 1000 students all the way up to over 20,000 students. Free and reduced lunch percentages, percent of students range anywhere from slightly below 20% all the way up to 100% of the students qualifying for free and reduced lunches. Then a little bit more of the demographic information if you would like to look at it further. As far as my initial findings and again this was the research was done in districts who had already expressed an interest and signed on with go open. So there was some interest in OER. But early on in the process it became clear that the experiences for the districts were very unique. After completing just the first five interviews. I had already heard experiences of never starting the process, even though there was a sign on and some, some initial awareness of OER. The process it started but then halted the process had halted but now they're re engaging and some did have the the ongoing OER initiative. This is just a graphic to see of the 10 districts the differences with the five with active initiatives to halted to never started and then participant three as shown at the bottom previously had an active initiative, then due to some circumstances which didn't involve turnover in the district with leadership. The OER initiative was halted and currently they are re engaging. In looking at the research and the information that was gathered in the district. You can look at OER adoption in different phases, for instance in the pre adoption phase, a research or sorry potential users could be looking at reducing costs, looking at ways to provide equity. However, still in a stage, users can be tendered by a lack of true awareness and lack of understanding what OER really is in the adoption phase. Benefits can be looked at like positive learning at the outcomes again the ability to provide equitable resources. Over some various can come barriers can come into play like the lack of time needed and the lack of time for training professional development needs that have to be met in order for sustained implementation to take place. And then in the post adoption stage, as far as sustaining OER. The most dedicated districts or districts with teachers on board without having policies and systems in place, it can impact sustained practices. In fact, even halting or reversing the decision to adopt to adopt and we'll look at that a little bit further and with some specifics from the study. So, as far as the research questions that I mentioned earlier, when it came to the awareness of OER. This is just an example of how sporadic it is in learning about OER. Seven of the district leaders learned about OER due to their own personal research and seeking it out. Two received unsolicited invitations to a particular training. And then one learned about it and became aware of it because a former employee of the district had initiated OER exploration. Often the key players were pretty consistent. Out of the 10 curriculum directors were involved or the curriculum team. Teachers were apart. Most included either the superintendent or the assistant superintendent or both. Communication was certainly a key factor in deciding whether or not to adopt professional development and keep in mind when they're when you see the five behind it and some of the numbers as far as actions to adopt. And two of the districts never even started the process and two of them started that halted the process. So as far as continuing to adopt professional development communication were key. Some of them were looking at reallocating money. And then to really have the focus on saving money so that was definitely not the majority of the focus. Ops schools which were encountered eight of them. And this also impacted the ones who had active initiatives as well as the ones who chose not to continue on lack of time complexity. And then some the mindset or unwillingness to look at something different and beer off of the traditional way of purchasing textbooks. And a quote that came up a couple of times and people who have been in OER for a while may have heard it because I guess it's kind of a popular phrase and once I learned more about the experiences it made a lot of sense. So I heard a couple of times that we are can be free like a puppy. Just attractive at first and you have to keep in mind all the things that come along with it. Outcomes of OER. It was very interesting to hear from the districts who had ongoing. You had ongoing initiatives and it had become a part of their practice in their district that the teachers knowledge of the standards and the impact on instruction was a significant outcome. And also high up there was the ability to address equity concerns in the district and again for the eight districts who had implemented and utilized OER set those things a topic that really wasn't on my agenda as far as a specific question, but it did come up in six of the 10 interviews. The absence of the state leadership played a role they felt in and the widespread adoption of OER at least in the state of Missouri. Because of lack of awareness of OER, which is often the case, it puts additional burdens on the districts and district leaders and teachers to go ahead and find and vet resources. One participant even explained the how they still talk to people now that don't have any idea that it exists. And of course this common pattern. Which emerged it developed into one of the themes and it certainly has implications going forward. So barriers and strategies. We know there can be barriers to change. But I really want to talk about the strategies that can help make a difference so certainly the lack of understanding was and continues to be at times a significant obstacle. What is it where do we find it how do you use it. And of course time, because teachers only have a limited amount of time and implementing OER effectively does take time. So certainly a barrier in the participant districts though with active initiatives. The sustainability and keeping OER in place has been positive positively impacted by a strong advocate. But with forward thinking leadership behind it, and instead of just it being a random decision. A focus is placed. That when resources are adopted in some of the districts with the active initiatives. It was digital first, or it was something that was written up in policy or procedure that had to be considered, or at least looked at doesn't mean that it was required that it had to be a consideration. Systematic procedures made a difference. Of course in sustaining OER use so that it wasn't just a done one time and if someone leaves. It's not done any longer. So continuing on with barriers and strategies. I did utilize Rogers work. I did my study and then in looking at the findings so utilizing Rogers perceived attributes of innovation. And you'll see his innovations on the left side of the screen and then the positive influence I had or the negative influence. So in looking at the relative advantage piece whether or not this was a relative advantage in deciding whether or not to utilize OER. The key part would be the reallocation of funds not necessarily on the saving money. But how can those funds be reallocated to better serve the district and the district students, having a better product that fits us and these are all direct quotes from the participants in the study. A great opportunity expanding access. Now on the other side, the negative influence. One district leader said it didn't catch on. OER can be overwhelming. And then the unknown aspect so that goes back to unwillingness or mindset about changing to something that's unknown compatibility. Along the positive side, districts that were looking at using more technology districts that were focused and already looking towards diversity, equity and inclusion, the DEI that came up in several interviews. A district that was a digital first district this was very compatible utilizing OER was on the negative side. And you'll see it in a couple of areas the change in leadership, or other district initiatives going on in their districts they didn't feel like it was a good match. The complexity part, it is complex complex change, however, the districts that had success teachers who were willing. There was a good strategic plan in place, and then a very heavy emphasis on the PD side which is very important to keep in mind. And again, on the negative side the big leadership change was huge turnover that could impact or reverse a decision does take a lot of time. And then some still found the copyright law as a little hard to navigate, which impacted whether or not to proceed on. And then under trivability and observability relationship piece that was a big part in some of the districts who were systematically utilizing OER and already foster relationships. Know your teams and your people. So that was already in place so there was a lot of trust and working together. There wasn't just one person dictating, and then observing how it impacted things, it became it's become the way we do things it's been internalized and that impacted the sustainability in those districts. So in looking at the themes which emerged from my research. Certainly a need for time and professional development takes a lot of time to get to know it and be comfortable with exploring it more so administrators and leadership. If they want OER to last have to realize that PD has to be a big part and dedicate time to letting teachers have that time, but it will pay off me and focusing on a reallocation of money rather than saving money some of the districts who looked at saving many were not the ones who continued on and had a sustained OER initiative. The thought of why would you pay for something if you can get it for free. And could be the catch. But with planned reallocation, it moves on from that and allows teachers the opportunity to study. They learned their content better they learn standards better when they are actually looking at it that way and some districts specifically reinvested that money into the PD for the teachers and gave them paid time to truly look at their curriculum and see what resources matched up. They still were spending the money they were just spending it in a way instead of just spending on a purchased book and not spending the time to actually look and see how that matched up to the standards. They were giving investing in the teachers to help them better learn their standards and find the resources that best match and allow them to teach their curriculum to benefit the students. And then the third theme which emerged was the importance of leading with systems and policies and not just an OER advocate. While the advocate can get things going and kick things off. And as one of the participants said, when it's not mechanisms and systems that are leading the way it's people leading the way and people move. It could impact some of the initiatives if you're just relying on that cheerleader or that advocate, and something should happen that they move or leave the district. The momentum could lead with them. Professional implications, very important in looking at this to think about what needs to be done to make a difference so prioritizing time professional development like I already mentioned. The allocation of resources. As one district leader said that teachers can look can look at and did look at in that district as OER as the district just being cheap and wanting teachers to do more work. But if the resources are reallocated, then districts can look at how to spend that money in the right way. So it's just a different way of looking at it. And then developing systems policies and even state level OER leadership, because that turnover and change in leadership can negatively impact OER use and adoption. It's important to have those policies and systems running things. And then one participant speculated that, at least within the state of Missouri. It's possible to have widespread OER adoption. And at the state level until we have a bigger voice so and for it to move from just the individual districts they felt like the state needed a large, a larger voice, just like we see in some of the states and who have a larger. OER network. Certainly in looking at some of the conclusions and recommendations, a few things that are important to remember and a few things that can help with this, especially with the awareness part is because the awareness and understanding isn't always there. There's also university training programs for pre service teachers as well as administrators. If those were looked at and reviewed it could help ensure that OER is presented to those new teachers and administrators so that they better understand and can lead their districts that direction. Additionally, there is still a significant misunderstanding and I even found that to be true sometimes in interviews. Interchanging curriculum for resources just the misunderstanding of how different those things are and the part that resources play. So that could help in if that was effectively addressed it could help also in advancing OER. And then finally policy changes. Like the state level, instead of it relying on standalone districts to do all the work. That would be allowing taxpayer dollars to be spent more effectively and efficiently, which of course would possibly impact students in the long run. I do have my references up there, and I have more if anyone was interested, but I just want to close with this spot. Do the best you can until you know better and then when you know better do better so I'm always trying to do better and I hope that you gained a little bit from this presentation, and I wish you the very best and please reach out if you have any questions and if I can help in any way and be happy to share more of my research if you're interested. And I hope you have a great conference. Thank you very much.