Viewing open education within the Technological, Pedagogical, Content Framework: illustrating educator knowledge, skills and dispositions

  • Jennifer Van Allen Department of Counseling, Leadership, Literacy, and Special Education, Lehman College, City University of New York, New York, NY, United States
  • Stacy Katz Leonard Lief Library, Lehman College, City University of New York, New York, NY, United States
DOI: https://doi.org/10.25304/rlt.v31.2829
Keywords: open educational practices, open pedagogy, TPACK

Abstract

Without interrogation, educators may reproduce hegemonic materials and learning opportunities that are simply easier to access in open educational practices (OEP). Thus, we argue that to effectively engage in OEP, educators must not only possess knowledge, skills and dispositions related to their discipline, but also related to open education, CC licensing, open pedagogy, digital tools that facilitate OEP, and intentionality and care in negotiating openness with students. While there are various frameworks for open education, none have been applied to explain what knowledge, skills and dispositions are needed to engage in OEP. In this manuscript, we seek to conceptualise and provide examples of OEP within the Technological, Pedagogical, Content Knowledge Framework (TPACK) through the intersections of content, technology, and pedagogy with equity, intentionality, and care at the forefront.

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Published
2023-03-29
How to Cite
Van Allen J., & Stacy Katz. (2023). Viewing open education within the Technological, Pedagogical, Content Framework: illustrating educator knowledge, skills and dispositions. Research in Learning Technology, 31. https://doi.org/10.25304/rlt.v31.2829
Issue
Vol. 31 (2023)
Section
Original Research Articles
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