You are here:

Teachers' perceptions of digital badges as recognition of professional development
ARTICLE

, ,

British Journal of Educational Technology Volume 49, Number 3, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley

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. 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.

Citation

Jones, W.M., Hope, S. & Adams, B. (2018). Teachers' perceptions of digital badges as recognition of professional development. British Journal of Educational Technology, 49(3), 427-438. Wiley. Retrieved October 18, 2019 from .