Preservice Teachers' Attitudinal Learning Regarding Learner-Centered Technology Integration in a Course Implementing Digital Badges

• In Event: 45.090 - Revisiting Teacher Attitudes and Beliefs About Technology Integration

Abstract

This study examines how preservice teachers perceived attitudinal learning outcomes from a course on learner-centered technology that incorporated the use of digital badges as a way to model effective technology integration. 145 preservice teachers took three surveys at three different times, measuring attitudinal learning, technology integration, and digital badges. Results indicated digital badges were perceived as most beneficial. Students perceived highest attitudinal learning with cognitive outcomes and the lowest for affective learning. Students with a higher course grade perceived greater value for digital badges, more cognitive gains and a trend of increasing social learning than those with lower grades. Students reporting higher attitudinal learning perceived it in all attitudinal components and more importance for technology integration.

Authors

• Sunnie Lee Watson, Purdue University

• Ji Hyun Yu, Purdue University

• Hamdan Alamri, Purdue University

• William R. Watson, Purdue University