Teacher Perceptions and Uses of Digital Badges Awarded as Recognition of Professional Development

• In Event: 25.038 - Technology as a Mechanism for Supporting Learning, Motivation, Identity, and Social Interaction

Abstract

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. An illustration of how badges were shared, the impact badges would have on teachers’ choices for professional development, the relationship between grade levels taught and perceptions of digital badges, and teachers opinions on current and future use is presented.

Authors

• Monty Jones, Virginia Commonwealth University

• Samantha Hope, Virginia Commonwealth University

• Brianne Leia Jackson, Virginia Commonwealth University