Premium
Teachers' perceptions of digital badges as recognition of professional development
Author(s) -
Jones W. Monty,
Hope Samantha,
Adams Brianne
Publication year - 2018
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12557
Subject(s) - qualitative property , perception , digital media , professional development , psychology , qualitative research , multimethodology , technology integration , sample (material) , mathematics education , educational technology , pedagogy , medical education , computer science , multimedia , sociology , medicine , world wide web , social science , chemistry , chromatography , neuroscience , machine learning
This mixed methods study examined teachers' perceptions and uses of digital badges received as recognition of participation in a professional development program. Quantitative and qualitative survey data was collected from 99 K‐12 teachers who were awarded digital badges in Spring 2016. In addition, qualitative data was collected through semi‐structured interviews with a smaller sample. An analysis of the data suggests that teachers had a favorable view of receiving digital badges and many shared their badges through digital media. This paper also describes how the digital badges were shared, the impact digital badges may have on teachers' choices for professional development, and teachers' perspectives on current and future uses of digital badges.