This article looks at how teachers reacted to a pilot project using digital badges. One of the findings serves as a caution: "we observed that discourse across the groups tended to isolate knowledge of learning strategies or concepts — seen as a form of disciplinary knowledge to be assessed by a 'knowledge' badge — from pedagogic practice." This obviously is not desirable. " National educational policy documents identify this theory-practice dualism as problematic for teacher education in India."
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