Teachers participating in the micro-credential collaborative reported positive receptivity, with 84 percent agreeing micro-credentials were significant to their computational thinking learning¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among participating teachers surveyed, 84 percent agreed that completing micro-credentials was significant to their learning about computational thinking, 73 percent could clearly articulate the purpose of micro-credentials, and 76 percent would recommend them to colleagues. → Christina Luke and Viki M. Young 2020

Evidence¶

Christina Luke and Viki M. Young 2020¶

Christina Luke and Viki M. Young. (2020). Integrating Micro-credentials into Professional Learning: Lessons from Five Districts. Digital Promise. https://digitalpromise.dspacedirect.org/items/8960df64-de36-4121-8af2-651b343b0884 doi:10.51388/20.500.12265/103

q2 · i? · design · r2

Survey of participating teachers (Figure 2 reports n=49) in the five-district Challenge Collaborative. The report states "Approximately three-quarters (73 percent)" could articulate the purpose of micro-credentials; it also reports 84 percent agreed completion was significant to their learning and 76 percent would recommend them.

"Approximately three-quarters (73 percent) of participating teachers surveyed reported that they could clearly articulate the purpose of micro-credentials to a colleague, indicating the teachers’ understanding of micro-credentials (Figure 2)."

Discussion¶

Related Claims¶

• Computational thinking professional development was the most-cited support for integrating computational thinking into lessons, cited by 54 percent of teachers — related
• About 31 percent of surveyed teachers report being extremely or very likely to try micro-credentials once introduced to the idea, with another 34 percent somewhat interested — related
• More than 90 percent of teachers reported monetary bonuses and stipends for time spent would be definitely or very motivating for completing another micro-credential — related
• In a recent survey, 100 percent of polled Academy graduates said they would recommend participation to a colleague — related
• Collaborative planning time with colleagues was the top support cited by teachers earning micro-credentials, cited by 74 percent of respondents — related
• Micro-credentials incorporate prominent features of effective professional development: they are content-focused, job-embedded, and incorporate active learning — a broader claim this one bears on
• Teachers evaluated the PD moderately positively, and about three-quarters reported actually using what they learned in their mathematics lessons — related