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I’m Google Certified. Does That Make Me a Good Teacher? Part II

Kyle Hamstra

Blogger’s Note: I’m still responding to Bill Ferriter‘s post: “I’m Not Google Certified. Does That Make Me a Bad Teacher?” Here was my December, 2018, Part I response. The following is Part II in a mini-series of responses [End Blogger’s Note].

The Big Picture

By now, you know how it works. Of the seemingly 145 apps, programs, and gadgets launched every week, many approach our learning spaces, and some make it in. With good intentions, educators can’t wait for another opportunity to make teaching and learning better for kids. Also excited to earn the accolades and swag, educators begin the Ambassador journey.

Exploitation? There’s a Million Apps for That

These educators are so ready to associate their professional identity and self-worth with the vendor, that they subconsciously do its’ marketing research, advertising, trouble-shooting, sales, and promotions for FREE. We’re potentially talking about hundreds of FREE hours.

By the way, I’m one of these educators.

If I fully vet any vendor to discover that: they’re in it for the right reasons; they respect educators and value their feedback; they might even be former educators themselves; their products and services are appropriate, legal, and district-approved; and their stuff can be aligned with standards, then I’m willing to go further.

I’ve been strongly advised that I should no longer be doing so many things for free, but I just can’t help myself. The recognition feels good, because I don’t get that from too many other places. The t-shirts and stickers look sharp. I’ve already thought about where to post the badges on my professional portfolio. I’d include my titles in all of my social media bios, but mostly because I want others to know that they can contact me for advice. And any association with popular vendors might double as resume boosters. But it’s still about the kids–and their learning– right?

And if educators do earn money from vendors, the challenge now lies in conflicts of interest in their own daily learning spaces. Will they force an app on their learners even if it’s not appropriate for their age, curriculum, or particular topic because they’re being paid by that vendor (or even by an implication that they may one day be paid by that vendor), or will they do what’s right by kids–always–no matter what?

Here’s the Thing

Even though I get all of this, I’m still not sure that this edu-marketing relationship is a problem in education. You see, I don’t want to drive away any vendor reading this post. In fact, just the opposite–I’m brainstorming how we can work better–together.

Where We Are

The vendors get what they want from educators–who do a TON of heavy lifting for them. I often think of this game in terms of football. Companies get the crowd fired up, receive the kickoff, and take the ball to the 50-Yard-Line. And then their part is done. They got what they needed. But we’re only halfway home.

You see, it’s up to educators to take the ball from the 50-Yard-Line to the end zone, which is where growth and learning will be scored. After all, the goal is to enhance learning experiences in meaningful ways. If educators miss this, they might as well just punt.

Rerouting the Ambassador Journey

The beginning and middle of the ambassador journey are what they are:

But none of these make me a good or better teacher, that is, unless we finish the course; unless we take the ball from the 50-yard line to the end zone. Therefore, it’s up to US to continue earning the title by:

Win-Win What-Ifs to Make the Ambassador Journey Better

What if companies, vendors, and third-parties:

What if educators:

I’m still thinking on these processes, and how we can work together to make teaching and learning better, in the right ways, and for the right reasons. Part III coming soon…

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