Micro-Credentialing and Digital Badging as a Form of Professional Learning for Educational Specialists: A Phenomenological Study

Abstract

Professional learning is defined as a context-specific, career-long endeavor that is guided by standards, grounded in the educator’s individual work, and tailored to the educator’s stage in career development (Schlager & Fusco, 2003). Research related to professional learning for educators conveys the need for change. Studies indicate that a traditional one-size-fits-all type of professional learning is not effective and does not provide the support educators need to be successful (Bill and Melinda Gates Foundation, 2014; Lin & Kim, 2013; Moon et al., 2000; Simmons et al., 2000). Like many educators, educational specialists may struggle to find relevant learning opportunities due to the nature of their roles. Educational specialists are defined as “non-teaching professionals” who use their expertise to support students and/or peers. Educational specialists are often, if not always, teachers with advanced experience in their area of focus. Their roles may include instructional coach, remedial specialist, reading specialist, counselor, or social worker. Because educational specialists’ background experiences and knowledge are different, they need unique learning opportunities (Darling-Hammond, 1999, 2003; Lynn, 2002; Moon et al., 2000). This phenomenological study uncovered the perceptions of four educational specialists employed at the Riverside Intermediate Unit in Pennsylvania who completed a micro-credential and earned a digital badge as an alternate form of professional learning. The data revealed four themes: support in earning a digital badge, motivation and engagement indicators, COVID-19, and technology issues. The implications included considerations for leaders involved with and planning for professional learning and recommendations for future research.