Digital Badges and Differentiated Instruction: Program Evaluation in Supporting Online Professional Development

Christopher A. Brkich, Thomas R. Koballa, Tracy Linderholm

Research output: Contribution to conferencePresentation

Abstract

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.

Original languageAmerican English
StatePublished - May 1 2017
EventAmerican Educational Research Association Annual Meeting (AERA) -
Duration: Apr 15 2018 → …

Conference

ConferenceAmerican Educational Research Association Annual Meeting (AERA)
Period04/15/18 → …

Keywords

  • Differentiated instruction
  • Digital badges
  • Online professional development
  • Program evaluation

DC Disciplines

  • Curriculum and Instruction
  • Curriculum and Social Inquiry

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