wasting bandwidth since 1999

Tag: certification

Don’t Teach Tools

Tinker Toy Windmill

An Education Week listicle “interview” with the CEO of ISTE popped into one of my feeds recently, and with the title “5 Big Ed-Tech Problems to Solve in 2020”, it seemed instantly forgettable.

But one point he made caught my attention, that we need to completely “rethink teacher prep for technology”. 

Instead, teachers could earn an endorsement or certification from say, Microsoft, Google, or Apple. “There’s good things about all their software. But at the same time it comes in with the assumption that all of the problems you need to address as a teacher can be solved by their software. And that’s a problem, and frankly, it’s a conflict of interest.”1

He said that a teacher would never say they were a “Houghton-Mifflin teacher, I only use textbooks by Houghton-Mifflin.  Give me a break. Immediately, there were would be a conflict of interest. But because of this vacuum, we haven’t had another option in technology. … We’ve had superintendents reaching out to us saying ‘please, help with this. We need something that is from a nonprofit organization, that is completely tool neutral.”

Of course, this is an opportunity for him to promote the new ISTE certification programs, but still, good point.

It’s also a problem that likely won’t be solved in 2020 since it’s been around almost from the day we first began bringing computers into schools.

Back when I was first starting we ran classes for teachers with titles like “Clarisworks Fundamentals”, “Intermediate Excel”, and “Powerpoint Basics”. Emphasis on the mechanics of using the software rather than helping students become better writers using a word processor or better communications skills using a computer. And that approach served as a model for teaching students.

The theory was that a person needed to learn the skills of working the device and software before they could understand them as instructional and learning tools. Things haven’t changed much over the years (decades?), as evidenced not only by the inclusion on this list, but also by the online workshops offered for current products like Google Drive.

From experience I know this is a model for professional development that’s relatively easy to design and present, even if it’s totally wrong.

As Culatta notes, concentrating on specific products also locks teachers (and, by extension, their students) into a particular brand, to the advantage of the company, rather than helping them understand the broader concepts of using computing devices as learning and creative tools.

I can’t speak to the quality of ISTE’s certification programs or whether they will actually solve the problem. But maybe it can slow the flood of corporate certification programs now sloshing around the edtech business.


Maybe someone else can make a connection but, for right now, the featured image has nothing to do with the topic of this post. It’s just a favorite from a recent trip.

1. This has a feeling of biting the hand that feeds you. Or at least nibbling a little. But credit to him for at least saying it.

Certified Value

Delmar Coulter Seventh Grade Certificate 1928

Last month I stumbled across an interesting discussion thread in the ISTE forums, one that began with someone asking for a list of “websites that offer their own teacher certification”.1

After less than a week, participants had suggested more than two dozen edtech certification programs and offered some insight into the requirements for a few. Someone also posted the link to a website dedicated to listing all the edtech certifications available, the existence of which surprised me but probably shouldn’t have. Between the discussion and that site, I’m estimating that there must be something like 200 of these certifications, counting multiples from some companies.

However, missing from this discussion was anyone questioning why. Why should a teacher spend their time, effort, and possibly money to obtain one of these certifications? What is the value of being certified on a particular platform or resource?

I know many educators who have earned one or more. In fact, many of the educators who are presenting at the ISTE conference this week include multiple certifications in their bios2. But beyond simply adding a line to their CV, a large number of them are actually directly representing the company.

Which makes me wonder if the primary beneficiaries of these certification program might not be the companies themselves. After all, they are getting lots of free marketing from the educators who promote their products at conferences and on social media. Does the company gain more from these promotions than the teacher’s students?

Speaking of students, do they benefit when their teacher gets a certification in using a particular edtech product? Does the software or resources their teacher has selected really help their learning in some way? Does being “certified” in one specific product discourage the teacher from exploring possible better options?

Ok, I’m not trying to demean anyone who earns one (or more) of the many, many edtech certifications with this rant. These are only questions, and I probably have a few more. I only hope my colleagues are considering these issues before they use any edtech product in their instruction, much less work on being certified in that product.

One last thought: what happens if/when the product you’ve committed your time and energy to disappears? Once upon a time I earned the right from Adobe to call myself a GoLive Certified Trainer. What’s GoLive you ask? Exactly. :-)


The image, a different kind of certificate than I’ve been ranting about, was posted by Douglas Coulter on Flickr and is used under a Creative Commons license.

1. If you’re an ISTE member, you can check out the posts here. Not sure if you also have to be a member of the EdTech Coaches group.

2. One person I follow on Twitter lists ten of them in their profile.

Powered by WordPress & Theme by Anders Norén