Digital credentialing: does it offer a meaningful response to initial teacher education reform?
Lang, Josephine 2016, Digital credentialing: does it offer a meaningful response to initial teacher education reform?. In Brandenburg, R., McDonough, S., Burke, J. and White, S. (ed), Teacher education : innovation, intervention and impact, Springer, Singapore, pp.49-62.
Attached Files
Name
Description
MIMEType
Size
Downloads
Title
Digital credentialing: does it offer a meaningful response to initial teacher education reform?
The purpose of this chapter is to highlight key features of the disruptive technological innovation identified as digital credentialing and also known as digital badging or Open Badges. The chapter discusses the current policy reform landscape in Australia for the initial teacher education (ITE) context and then offers the possibility of how digital credentialing may create opportunities to meaningfully address policy recommendations, particularly in relation to the concepts of graduates being 'classroom ready'. While not an extensive review of the literature about digital credentialing, the chapter discusses the disruptive innovation and emerging understandings and design frameworks that can support new ways of approaching initial teacher education.
ISBN
9811007845 9789811007842
Language
eng
Field of Research
130306 Educational Technology and Computing 130103 Higher Education
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.