ABSTRACT

In this article, we examined school leaders’ perceptions of open badges for teacher candidates. We emailed one of two forms of a survey to principals and assistant principals in five school districts in the United States. Form A used wording about digital badges while form B used the term microcredentials. Both forms included open-ended questions. We compared the results of the surveys and examined the results of the open-ended questions. We found that using the term microcredential instead of the term digital badge did not have a significant effect on employers’ perceptions on open badges. However, providing a small amount of instruction regarding the affordances of open badges did produce a statistically significant difference in the perceived value of open badges. Employers saw the most value in achievement and capability badges. The evidence link and endorsements from established professional organisations were identified as important tools to employers. Most employers believed badges would be useful in the hiring process, but many worried about the challenge of having too much data.

摘要

在本文中，我们研究了学校领导对教师候选人开放徽章的看法。我们通过电子邮件向美国五个学区的校长和副校长发送了两种调查形式中的一种。表格 A 使用有关数字徽章的措辞，而表格 B 使用术语微证书。两种形式都包括开放式问题。我们比较了调查结果并检查了开放式问题的结果。我们发现，使用术语 microcredential 而不是术语数字徽章对雇主对开放徽章的看法没有显着影响。然而，提供少量关于开放徽章的可供性的说明确实在开放徽章的感知价值方面产生了统计学上的显着差异。雇主认为成就和能力徽章最有价值。来自成熟专业组织的证据链接和认可被确定为雇主的重要工具。大多数雇主认为徽章在招聘过程中会很有用，但许多雇主担心数据过多会带来挑战。