Tech Level-Ups: Technology-Based Micro-Credential Program as a Novel Approach to K-12 Professional Development

Abstract

While professional development (PD) is an important part of teachers’ professional growth, current PD formats are often perceived as irrelevant or too brief to significantly impact teaching practices. This mixed-methods action-research study evaluated a four-session, beginner-level fabrication-technology micro-credential (MC) program delivered to 102 distinct teachers across four cohorts. Descriptive statistics were utilized to summarize teacher demographics and self-reported comfort with fabrication technologies. Kruskal–Wallis tests were applied to compare post-session ratings of pacing, relevance, facilitator quality, and overall satisfaction across cohorts. Open-ended comments were thematically coded to capture perceived utility and classroom transfer. Participants included teachers from elementary (41.9%), middle (27.5%), and high school (20.6%) grades, with the remainder teaching multiple grades. The median comfort level with fabrication tools increased from "beginner" to "intermediate" over the sessions, while satisfaction levels remained consistently high. Differences in overall satisfaction among the cohorts were not statistically significant, H = 3.29, p = .35. Qualitative themes emphasized the importance of hands-on training, iterative practice windows between meetings, and facilitator feedback loops. The findings support the MC design principles of self-direction, job embedding, and competency-based assessment as effective solutions to common PD challenges. Implications include actionable steps for other MC programs and districts to support teachers.