Open badge driven teacher ICT skills validation in Rwanda
Järvinen, Satu; Stockley, Pete (2020)
Järvinen, Satu
Stockley, Pete
2020
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2020052814915
https://urn.fi/URN:NBN:fi:amk-2020052814915
Tiivistelmä
The use of open badges in teacher professional development is an extension to traditional teacher professional development initiatives. Existing teacher ICT Skills frameworks set a clear baseline for developing skills criteria and professional development goals for teachers globally. At the same time, badges support self-directed learning and micro certification through validation of existing skills. Previous projects focusing on validating existing teacher ICT skills have been executed and researched in Finland, offering a good contextual basis for this similar research that focuses on Rwanda.
The objective of this research is to test the badging approach and further examine the triggers that lead to learning / teachers’ motivation to apply for badges. The research was conducted during a project targeting a group of teachers in Rwanda during the spring of 2020 as part of a longer cooperation between the researchers and the Rwanda Education Board. The research covers a badge-driven teacher professional development process that focused on skills validation. Quantitative data collection was undertaken through surveys prior, during and after the project. The results show a positive perception of a badge driven professional development programme by the participants and suggests promise of further badging initiatives.
The objective of this research is to test the badging approach and further examine the triggers that lead to learning / teachers’ motivation to apply for badges. The research was conducted during a project targeting a group of teachers in Rwanda during the spring of 2020 as part of a longer cooperation between the researchers and the Rwanda Education Board. The research covers a badge-driven teacher professional development process that focused on skills validation. Quantitative data collection was undertaken through surveys prior, during and after the project. The results show a positive perception of a badge driven professional development programme by the participants and suggests promise of further badging initiatives.