The State of Wiki Usage in U.S. K–12 Schools

Reich, Justin; Murnane, Richard J.; Willett, John B.

doi:10.3102/0013189x11427083

Cited by 70 publications

(12 citation statements)

References 23 publications

(18 reference statements)

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“…When students can become coauthors of those materials, what changes in the way they engage? Because open textbooks permit, in a legal sense, a wide range of revise and remix activities that have not been possible in the classroom historically, it will take time for teachers, students, administrators, and the public to understand their full potential to enable transformations in teaching and learning (Reich, Murnane, & Willett, 2012).…”

Section: Conclusion and Future Researchmentioning

confidence: 99%

The Impact of Open Textbooks on Secondary Science Learning Outcomes

Robinson

Fischer

Wiley

et al. 2014

Educational Researcher

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Given the increasing costs associated with commercial textbooks and decreasing financial support of public schools, it is important to better understand the impacts of open educational resources on student outcomes. the purpose of this quantitative study is to analyze whether the adoption of open science textbooks significantly affects science learning outcomes for secondary students in earth systems, chemistry, and physics.this study uses a quantitative quasi-experimental design with propensity score matched groups and multiple regression to examine whether student learning was influenced by the adoption of open textbooks instead of traditional publisherproduced textbooks. Students who used open textbooks scored .65 points higher on end-of-year state standardized science tests than students using traditional textbooks when controlling for the effects of 10 student and teacher covariates. Further analysis revealed statistically significant positive gains for students using the open chemistry textbooks, with no significant difference in student scores for earth systems of physics courses. Although the effect size of the gains were relatively small, and not consistent across all textbooks, the finding that open textbooks can be as effective or even slightly more effective than their traditional counterparts has important considerations in terms of school district policy in a climate of finite educational funding.

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Section: Conclusion and Future Researchmentioning

confidence: 99%

The Impact of Open Textbooks on Secondary Science Learning Outcomes

Robinson

Fischer

Wiley

et al. 2014

Educational Researcher

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show abstract

“…In effect, we cannot expect that the expansion of infrastructures will automatically promote more equitable exchanges in educational content if we do not build systems and capacity so that minority and marginalized groups can effectively contribute (CERI, 2007;Reich, 2011;Reich, Murnane, & Willett, 2012).…”

Section: Introductionmentioning

confidence: 99%

Identifying barriers to the remix of translated open educational resources

Amiel

2013

IRRODL

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Remix is touted as one of the most important practices within the field of open educational resources (OER). But remixing is still not mainstream practice in education and the barriers and limitations to remix are not well known. In this article we discuss the design and development of a print and web-based booklet created to introduce the topic of OER to schoolteachers. The guide, the first of its kind available in Portuguese, was created through the remix and translation of existing resources available in English.Choosing design-as-remix raised a series of concerns related to licensing, attribution, context, and technical standards. In this article we review the concerns related to culture and inequity within the OER movement, followed by the design choices and procedures, and finally the implications of these issues for the open educational resources movement.

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“…However, nearly a decade later, the school curriculum still privileges the individual production of fixed texts. In an extensive survey of school wikis, Reich, Murnane, and Willett (2012) found that only 1% had been used for collaborative authorship, and although much composition in schools involves cross-fertilization of ideas among students (e.g., Ghiso, 2013), the value of such collaboration has received scant recognition.…”

mentioning

confidence: 99%

The Challenge of 21st‐Century Literacies

Burnett¹,

Merchant²

2015

J Adolescent & Adult Lit

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In the second edition of their influential book New Literacies: Everyday Practices and Classroom Learning, Lankshear and Knobel argued that engagement with these practices was “largely confined to learners’ lives in spaces outside of schools.” That was nearly 10 years ago, and in some respects, very little has changed. In many classrooms, there is a lot more technology than there was back then; for instance, the provision of interactive whiteboards, desktops, laptops, and portable devices is better, and there is a greater variety of software and hardware on offer. Yet, even when equipment is available, up to date, and in good working order, problems of curricular integration still arise. Despite all the rhetoric about the importance of new or digital literacies in education, recent curricular reforms and their associated assessment regimes have tended to privilege traditional literacy skills and printed text. An expansive view of new literacies in practice seems hard to realize. Why should this be the case?

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The State of Wiki Usage in U.S. K–12 Schools

Cited by 70 publications

References 23 publications

The Impact of Open Textbooks on Secondary Science Learning Outcomes

The Impact of Open Textbooks on Secondary Science Learning Outcomes

Identifying barriers to the remix of translated open educational resources

The Challenge of 21st‐Century Literacies

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