New partnerships and pioneers are giving Digital Promise’s badging movement a new push
Educators are, by definition, continuous learners. They spend their careers striving to become better practitioners, whether through formal professional development activities like workshops and in-service days, or informal engagements like Twitter chats, EdCamps, and virtual coaching and communities. In fact, research conducted by Digital Promise and Grunwald suggests that educators often pursue these learning activities to satiate their own love of learning and desire to better serve their students.
While we know educators are always learning, our systems for recognizing that learning have not quite caught up. Professional development structures typically recognize educators for the time they spend learning in formal activities and rarely acknowledge informal learning. Similarly, these structures often do not focus on competency (whether an educator can apply their learning in their classrooms), which is an important step toward understanding the impact of each learning activity.
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