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Tag: iste (Page 2 of 5)

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.

Not At ISTE

Eye to Eye With Ben

I was planning to go. After all, the conference is happening just a short train ride up the road in Philadelphia, a city I greatly enjoy visiting. I had booked my hotel early, paid my registration, and was all set to travel.

Then life started laying down speed bumps, as it is sometimes wont to do. Nothing critical, certainly nothing interesting enough to write about in this space. Just lots of those little things that tend to pile up, to the point that my plans had to change.

So this week I’ll be observing the event from afar, through the lens of Twitter and whatever video streams that can escape from the undoubtably clogged conference center network.

On reflection, however, I’m not entirely sure I will miss being at ISTE.

For one thing, as I’ve written about in the past, I continue to wonder if this kind of gathering has become too big and too expensive1 to serve any useful purpose, at least to me. I’m sure many of the conference attendees will gain from being Philadelphia this week. It certainly will be good for the vendors on the expo floor who must love having tens of thousands of potential customers passing by.

I know I won’t miss the formal sessions. Over the past three or four ISTEs, I pretty much stopped going to them. Most will cover information and ideas that can easily be found on the web, and offer little opportunity for any meaningful interaction with the presenters. Plus an increasing percentage of them are little more than infomercials for edtech products and lack much in the way of a connection to using technology for improved learning.

Most of the value of making the trek to ISTE for me has come from the direct connections I would make in the halls, the playgrounds, and lounges. But that benefit has also declined over time since many of the people that I would normally reconnect with at the conference have stopped attending. Or I will see them at smaller, less frenetic events2 where it will be easier to have a meaningful conversation.

So, if you are in Philly this week, have a great time and I hope the time you spend up there is valuable for you. Please share what you learn with the rest of us. For various reasons I will not be at ISTE next year in Anaheim either. But, after some reflection, I may find good reasons to return the following year in San Antonio.

Or I may become permanently not at ISTE.


The picture above was made at a previous ISTE conference in Philadelphia. It shows the city skyline from the 33rd floor of the Lowes Hotel. I wasn’t staying there. I think I rose to those heights to attend a vendor meeting.

1. Philly used to be one of the more reasonable cities for conference attendees, both in terms of cost and having the infrastructure to support everyone who came to ISTE. Not any more.

2. EduCon, which coincidentally is also in Philadelphia, is one example as is the state conference presented by VSTE, our ISTE affiliate.

The EdTech Boat Shows

Swap the boats for computers and it begins to look familiar.

Happening this week in London is one of the largest edtech conferences in the world, one that many educators in the US have probably never heard of.

It’s called BETT1 and the organizers say it will attract almost 35,000 attendees. For comparison, recent ISTE2 conferences, largest in the US, have included around 22,000 people.

Also happening this week in Orlando, Florida is another large edtech conference, one that is probably quite familiar to anyone reading this, FETC3. They usually attract around 8,000 people. So, big but not nearly the size of the other two.

All three edtech organizations, of course, want us, the common educator, to believe that the event will provide hundreds of professional development opportunities. Ones that address the “future of education” and “transforming education” (in the case of BETT).

Several days that will be an “intensive, highly collaborative exploration of new technologies, best practices and pressing issues” (FETC). That will offer “powerful ideas and inspirational speakers, while connecting with innovative educators who share your passion for transformative learning” (ISTE).

However, a large and growing part of these huge conferences is the vendor floor. I would argue it’s the largest, and likely most important, part to these three organizations. Companies pay big bucks to have a presence at these events, even more for a high profile sponsorship, money necessary to keep their budgets in the black.

BETT at least is up front about primarily being an industry trade show, rather than a professional development conference. According to it’s about page, this is the “first industry show of the year in the education technology landscape”. ISTE and FETC are more circumspect on the issue, but their literature still places a heavy emphasis on the number of companies that will be exhibiting at their events.

Ok, I’ve never attended BETT or FETC, and, based on their online programs, I really have no desire to go. (Although I wouldn’t mind visiting London. Anytime.) On the other hand, I have been to ISTE many times (over almost twenty years) and the attraction for that event has been declining.

Don’t get me wrong, I’ve always felt my trips to ISTE were worth while, learning much during the time and always making or renewing some wonderful connections. And almost none of that came from visiting the “massive Expo Hall”. I expect that the same would be true if I was at the big events in London or Ontario right now.

But I find that it takes more and more work to find those professional benefits at these overly-large conferences. Considering the number of people I see spending hours in the vendor hall and flocking to the “Cracker Jack” sessions, along with the volume of social media posts about the “cool new” stuff, I’m not sure that’s happening at all for a large percentage of those tens of thousand attendees.

On top of that, the dominance of the edtech industry has steadily grown at these conferences. Large parts of the formal program at ISTE and FETC are now presentations by corporate representatives and sessions by educators sponsored to some degree by those companies. Extending their marketing reach beyond the one hall.

All of which is making these huge conferences more resemble the classic boat show than an education event.


The title for this post is borrowed, with thanks, from Gary Stager. It’s just such a wonderful name for the massive and increasingly flashy vendor floors of these events so I hope he doesn’t mind me using it.

The picture is from the Detroit Boat Show.

1 From the original name the British Educational Training and Technology Show.

2 Anyone else see something wrong about an organization with “international” in it’s title that’s never holds it’s major event outside the US borders? Sorta like the “World” Series.

3 Which started life as the Florida Educational Technology Conference. It was changed to the Future of Educational Technology Conference when the event was purchased by a media company that operates many other business conferences.

Are These Events Necessary?

Going back to the beginning of the summer…

In a podcast discussion with Will Richardson following the ISTE conference, Bruce Dixon made a comment about the need for organizations and conferences like ISTE that has stuck with me.

We always used to say when we had our computer using groups… we’d be successful when we’re no longer needed. And I’m not saying that necessarily ISTE isn’t needed any more, but I do think that half of what it’s doing is trying to strive to hang onto everbody that it has, rather than trying to build towards it’s extinction.

Because if all the professional associations were so embedded with their use of technology that there wasn’t a need for this specialist organization, I think they should see themselves as a success.

It’s very sad when it’s main reason for being is a conference and a vendor floor, and not enough to do with learning.

photo of poster sessions

The poster session at an ISTE conference.

For many years, as I reflected on the trip home from ISTE and other conferences, I’ve often had the same thought. Was that event was worth my time, effort, and money? Should we even be holding special meetings that emphasize technology?

However, another reason why Bruce’s comment and the whole issue of the need for edtech conferences really sticks with me is that I am part of the problem, so to speak.

I’m on the planning committee for the annual conference presented by our state ISTE affiliate, VSTE (The Virginia Society for Technology in Education) and we are just now gearing up for the event coming up in early December.

To the general question of whether edtech conferences have any validity, I think they still do, although I agree that we may not be working hard enough to put the organizational “edtech” establishment out of business.

For me, this has nothing to do with the vendor floor and only tangentially with the conference program. The value in any meeting like this, big or small, comes from the gathering of many smart people in the same place, and the opportunity for face-to-face discussions. I’m probably old fashioned in that way, but social media and other digital communications have many limitations in their effectiveness to convey ideas.

I worry about many of the people who attend ISTE, VSTE and other educational conferences. They miss many of those opportunities by spending large amounts of time with the marketing people, where most of the conversations are more about selling products than about improved learning.

They also spend too much time sitting in sessions. I realize formal sessions are the core of most conferences, with the keynote speakers often being a major drawing card for attendees. But those lectures are, with rare exceptions, very one-way relationships.

So, for those of us who will be assembling the various parts of our state conference, we have a challenge. To make the time spent by our members both valuable and interactive. Listening, so we can help them connect with new people and ideas, rather than telling them what is important and “hot”.

And to work harder to make the whole event, and the supporting organization, unnecessary.

Is that like heresy? Do I have to return my edtech geek badge?

Coding for Everyone (Who Wants It)

Just one last ISTE conference-related post for this season. Promise.

So, coding was also a big topic again this year. After proclamations from the president and corporporate leaders that all students should take computer programming classes, and lots of edtech vendors jumping on the bandwagon, how could it not be?

But the most rational statement on the matter came from Hadi Partovi, co-founder of Hour of Code, the program responsible for jump starting the everybody-must-code movement. At the pre-show for the Tuesday morning keynote he disagreed with that idea, telling the audience flat out that no, every students does not need to learn to code. But every school should offer computer science.

Partovi didn’t have much time to elaborate (in typical talk show format, the next guest was waiting in the wings) and his point was quickly overshadowed a minute or so later by the R2D2 robot he rolled on stage, accompanied by an announcement it would be available for selfies. Shiny objects.

However, that difference between requirement and opportunity needs more emphasis.

Kids certainly need to understand the concepts of programming, the logic behind the computing devices, visible and not, they use everyday. That needs to be a fundamental part of the basic course of study, replacing the rote processing and endless repetition in the K12 curriculum we call “math”.

The computer science classes need to be available for those kids who want to go further. Not to prepare them for one of the umpteen thousands of jobs the industry claims will go unfilled, but because the student chooses to explore an area of study that interests them.

Once again, coding should be one part of every child’s total school experience. An experience that offers them the broadest possible spectrum of what’s available in the world, and helps them make informed choices.

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