Creating equitable access: using OER for socially just educational leaders

Purpose: The purpose of this paper is to demonstrate ways in which educator preparation programs can influence educator and administrator support of Open Education Resources (OER). OER is still not used as widely as the researchers would like, even though it was introduced in the year 2002 (Bliss and Smith, 2017). While it is rarely used to a large extent, it is especially lacking in K-12 schools. By introducing OER to educator candidates (including future principals) in their own programs, they may be supportive of OER and invest in them when they work in schools. Design/methodology/approach: The research was conducted when an OER project was required in educator preparation programs. Two classes totaling 27 students engaged in a group project, creating OER materials and receptacles over the course of the semester. Findings: Research showed that educator candidates were in favor of using OER thoroughly. Through building their own OER resources, educator candidates understood the importance of creating socially just and equitable learning environments, aligning with diversity, equity, inclusion and belonging. Originality/value: To the best of the authors’ knowledge, a project like this has not been researched before. This research supports the idea that usage of OER and investment in it should happen for all educator candidates (teachers and administrators).