In addition to their
use in initial teacher preparation, badges could be
used to encourage
technology coordinators and in - service teachers to obtain credentials related to the evaluation
of educational technology and the
meaningful integration
of those
technologies once they are acquired.
Using reflection to consider specific issues critically — such as the rapid rate
of technological change, the design
of technology for
educational purposes or the
use of specific forms
of technology to support the situated nature
of learning (Mishra & Koehler, 2006)-- provides preservice teachers with the opportunity to develop their technological pedagogical content knowledge while engaging in
meaningful reflective practice.