Digital Badges and Differentiated Instruction: Program Evaluation in Supporting Online Professional Development
Document Type
Presentation
Presentation Date
5-1-2017
Abstract or Description
This paper examines nine practicing K-12 classroom teachers’ learning experiences with an online professional development (OPD) programme supported by digital badging through a large public university in the Southeastern United States as a means of evaluating the programme’s effectiveness. Participants engaged with a module on communicating one’s rationale for differentiating instruction over a five-week period, culminating in the production of a brief individual video showcasing their developed competencies. Within a framework of social constructivism (Vygotsky, 1978) and using constructivist grounded theory techniques (Charmaz, 2006), this paper provides an initial evaluation of the module’s and programme’s effectiveness in delivering high-quality professional development experiences to practicing classroom teachers in a fully online environment. Implications for teacher education and professional development are discussed.
Sponsorship/Conference/Institution
American Educational Research Association Annual Meeting (AERA)
Location
San Antonio, TX
Recommended Citation
Brkich, Christopher A., Thomas R. Koballa, Tracy Linderholm.
2017.
"Digital Badges and Differentiated Instruction: Program Evaluation in Supporting Online Professional Development."
Department of Curriculum, Foundations, & Reading Faculty Presentations.
Presentation 1.
https://digitalcommons.georgiasouthern.edu/curriculum-facpres/1
