"Badge"-ring Preservice Teacher into Learning Issues and Trends in Technology Integration

Abstract

– One of the difficulties in teaching a technology integration course is finding a balance between teaching about issues and trends in the instructional technology and tools available to teachers. In our online technology integration course for preservice teachers, we are attempting to find this balance by incorporating the concept of achievement badges for demonstrating proficiency with a variety of tools (e.g., blogs, wikis, cloud-based apps). The content of the assignments for the class revolve around issues and trends in technology integration, and the students can choose a variety of methods to submit their assignments and demonstrate their knowledge. Students are challenged (but not required) to learn the technical skills to use various tools, and in return they are awarded badges. Student achievement is posted on a leaderboard that has no bearing on their course grade, but may encourage competition. Since the course is online, students have difficulty learning how to use various tools without assistance. Aside from tutorials, several virtual chat sessions are held throughout the term that focus primarily on technical issues. In our teacher education program, students are required to take a technology integration course that is primarily offered in an online format. For many of the students it is their first online course. Further, the students enroll in the course before they do their student teaching, and are often concurrently enrolled in a teacher-assisting course. Therefore, the students have little exposure to technology integration unless other faculty or their supervising teacher is proficient with technology integration. Students are interested in learning how to use various applications in the classroom, but do not have the ability to practice them in other environments. Further, our course is more than just the tools; the curriculum covers issues and trends in technology integration such as evaluation, issues of access to technology, and cultural issues related to technology. Thus, it is difficult to cover all of the necessary content while developing the technical skills needed by teachers to successfully use these tools in the classroom. To solve this dilemma, we have added elements of gamification to the course, namely the addition of achievement badges. Students have various assignments due throughout the course, and they have choices on what tool, if any, they use to submit the assignment. In order to use a particular tool, the student must view the tutorials related to that application. Upon viewing the tutorials, the specifications for using that tool with a particular assignment are " unlocked. " When the assignment is submitted, their grade is determined only by the content of their submission. If they have demonstrated proficiency with a particular tool (e.g., a wiki), they earn a badge for their accomplishment. These badges have no bearing on their course grade. However, their accomplishments are publicly displayed on a leaderboard that is updated weekly to encourage friendly yet non-binding competition. Certificates of achievement are awarded at the last session of the course, which is face-to-face. Virtual chat sessions are held throughout the