The difficulties of a village school in East Africa, which has no running water, few resources, and no internet access, add to existing impediments to teacher professional development. However, the innovations of OER and Content Access Point (CAP) provide opportunities for success in teacher professional development outcomes.
This presentation is a research-rich and human-captivating story of the partnership between people, technology, innovation, and educational passion. Pictures of dirt roads, bikes, and goats introduce the location of one of humanity's great struggles, educating children for a future with the limitations of today. The people behind the research have the real Î_Î_Î_Î_Î_Î_Î_Î_value. The families and communities changed by the research have even greater value. This presentation will balance the discussion of research with the real application and outcomes of Open Education Resources (OER) on an educationally at-risk population in a context of extreme barriers to information, technology, and teacher professional development.
It is difficult to report the quantitative, non-parametric study using pre and post tests and analysis using the Mann-Whitney U without telling the stories of the faculty in an East African village school squatting in the Š—“bushŠ— accessing information from a passive satellite receiver or the story of the student running across a surrounded field to engage a pedagogically sound classroom experience. Therefore, we will tell both.
