Digital Badges and Differentiated Instruction: Program Evaluation in Supporting Online Professional Development
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.
American Educational Research Association Annual Meeting (AERA)
San Antonio, TX
Brkich, Christopher A., Thomas R. Koballa, Tracy Linderholm.
"Digital Badges and Differentiated Instruction: Program Evaluation in Supporting Online Professional Development."
Curriculum, Foundations, & Reading Faculty Presentations.