Implementing Digital Badges in a Teacher Education Program
Kristine Pytash
Kent State University
United States
kpytash@kent.edu
Richard Ferdig
Kent State University
United States
rferdig@gmail.com
Abstract: Abstract: The purpose of this study was to examine how digital badges were
implemented into teacher education program for secondary English language arts preservice
teachers. This work explores how digital badges were conceptualized, created, designed, and
implemented. Also described is the infrastructure that supported the digital badges. In addition,
preservice teachers’ engagement as they earned digital badges were explored and their reflections
about how they conceptualized implementing digital badges in their future classrooms.
Introduction
The instructional methods that are implemented in teacher education programs engage preservice and inservice
teachers’ in learning, but also allows these teachers consider how they might implement pedagogically sound
approaches that integrate technology into the classrooms (Author, 2013). Currently, many teacher educators are
thinking about innovative and alternative methods to assess and document preservice and inservice teachers’
knowledge and ideas about classroom instruction (Abramovich, Schunn, & Higashi, 2013). The purpose of this
study is to explore digital badges as a potential means for documenting the significant learning experiences
occurring teacher education methods courses and field experiences.
A digital badge is a symbol, token, or icon housed on an online platform that students earn as a way to
showcase their learning (Alliance for Excellent Education, 2013). In this way, digital badges are a way to visually
represent quality and valuable learning. After studying the implementation of a badge system in a middle school
classroom, Abramovich, et al. (2013) found digital badges could have a “positive effect on critical learner
motivations.” As teacher educators it is important to explore how these alternative assessments might also translate
to teacher education programs. Teacher educators should consider how alternative assessments might emphasize
preservice and in-service teachers’ knowledge, as well as their experiences as learners. Digital badges recognize
achievement while fostering and supporting choice, relevance, and connected learning (Alliance for Excellent
Education, 2013).
The Study
This work took place in a secondary integrated language arts program for undergraduate, preservice teachers.
Approximately 29 preservice teachers earned digital badges over the course of one semester. Digital badges were
linked to two methods courses, one focused one writing instruction and the other multimodal literacies, and a 15
hour field experience in local high schools.
The purpose of this work is not only to provide detailed information about how digital badges were
conceptualized in a teacher education program, but also an examination on the infrastructures available for housing
the digital badges and the tools used to design the digital badges. In addition, information about how the digital
badges were designed, created, and implemented will be provided. Guidelines of how the badges were created, as
well as examples of how digital badges could be implemented in the teacher education programs will be explored.
Results
The preliminary analysis of this study highlights how digital badges created goals for preservice teachers as
learners, while providing motivation to reach their goals. Preservice teachers had the opportunity to not only earn
digital badges, but also conceptualize how digital badges might be implemented into a secondary English language
arts program. Implications will include ways to design and implement digital badges in teacher education programs,
as well as in professional development settings.
Conclusion
As teacher educators work to conceptualize what “assessments” look like in the 21st century classroom
conversations surrounding digital badges is becoming critical. It is also important for teacher educators to integrate
technologies into teacher education courses in ways that not only engage preservice teachers with technology, but
help them recognize the pedagogical practices they can implement in their future teaching experiences.
References
Abramovich, S., Schunn, C., & Higashi, R. (2013). Are badges useful in education?: It depends upon the type of
badge and expertise of learner. Education Tech Research Development, Retrieved from:
http://www.lrdc.pitt.edu/schunn/research/papers/Abramovich-Schunn-Higashi.pdf
Alliance for Excellent Education. (2013). Expanding education and workforce opportunities through digital badges:
An executive summary. Retrieved from http://all4ed.org/wpcontent/uploads/2013/12/DigitalBadgesExecSumm.pdf