During the school year my department (Instructional Media) delivers technology trainings after school on various topics and applications that are picked and scheduled before the school year begins. Teachers may choose which sessions to attend, however, the attendance is low because it is not required and all sessions are held after school. I would like to change the way my department conducts our training sessions to increase participation by making it easier for teachers to participate and make the tasks authentic for immediate application.
“Few teachers receive individualized professional development, though many are expected to personalize learning for students” (A.D., 2016, p. 22). Personalized professional development can take the form of micro-credentials which are digital badges teachers earn by proving their proficiency with self-reflection and examples of practical application. Many researchers found that micro-credentials and badges are a way for teachers and students to show their proficiency and abilities with various applications and skill-sets. Micro-credentials are used to show leadership in the workplace and evidence of continued learning amongst teachers and students (A. D., 2016; Acree, 2016; Berry, 2017; Berry, Airhart, & Byrd, 2016; Brown & Rhodes, 2017; Goerner, 2016; Schools, 2016; Zalanick, 2017a; Zalanick, 2017b).
My plan is to support our current badging system by developing online training for various approved apps and and skills, then issue micro-credentials for completion of training and conduct in-person sessions as requested. I would start with an informal face-to-face survey of topics and apps that teachers would like to learn how to incorporate into their lessons. Then I’d assemble a lightweight or heavyweight team to decide how to best flip or blend the workday/after school technology training opportunities. My team will consist of representatives from all 6 campuses and my Instructional Media team to help develop and implement the plan.
A.D. (2016). Microcredentials provide highly personalized PD. District Administration, 52(7), 22.
Acree, L. (2016). Seven lessons learned from implementing micro-credentials. Friday Institute for Educational Innovation at the NC State University College of Education. Raleigh, NC.
Berry, B. (2017). Micro-credentials: The badges of professional growth. Education Digest, 82(9), 21.
Berry, B., Airhart, K. M., & Byrd, P. A. (2016). Microcredentials: Teacher learning transformed. Phi Delta Kappan, 98(3), 34-40.
Brown, D., & Rhodes, D. E. (2017). Show what you know. Phi Delta Kappan, 98(8), 38. http://doi.org/10.1177/0031721717708293
Goerner, P. (2016). Give that expert a badge. School Library Journal, 62(12), 20.
Schools offer microcredentials. (2016). BizEd, 15(4), 64-68.
Zalaznick, M. (2017a). BADGING breakthroughs: Microcredentials awarded for in-demand skills give employers deeper detail about a student's abilities. University Business, 20(7), 36-39.
Zalaznick, M. (2017b). BADGING breakthroughs: Digital microcredentials show a bigger picture of students' and teachers' abilities. District Administration, 53(9), 49.