Monday, January 6, 2014

Finally, I've had it with the NFL

I know you don't believe me, you assume this is another fan who is a bit distressed with certain problems associated with National Football League broadcasts, and... ...Hold on a minute, would you like to buy a new car? How about some beer or whiskey? No? Would you like to buy some insurance? Are you sure?...

...Sorry...Anyway, this is more than some rant to get feelings off of my chest. Wait a minute. A new writing rule says that I must follow through with my analogies throughout the sentence. Hold on, I'll have to look that over for a couple minutes and get back to you... ...Still waiting, sorry, I'll be able to proceed soon... ...Ok, my editor has ruled that I can continue. Anyway, I really do have some deep concerns about how football has changed...Sorry, would you like to buy some insurance? How about some alcohol, or a new car? Are you sure?

Ok, we can return to our blog... ...It seems to me that...hold on, I need to review that editor says he needs to look again at my use of a pronouns in the introduction to this paragraph...let's look at that introduction again...and again...and again...and here, I'll talk about it some more...doesn't it seem strange that an editor would have a problem with such a small matter...Wait, here's word from my editor...Well, darn, it seems that I need to rewrite the beginning to this paragraph...

You're sick of reading this, right? You're about to click on some other page at this point, right? You get my point, and you just want me to move on and write eloquently, to entertain and inform you. But there is no flow to this blog post, because I keep interrupting it. But that is the reason for this blog post...First, would you like to buy some insurance?... Seriously, it is that bad. I know professional football is our pastime now, supposedly, and that more people watch pick-up games between the practice squad of the Jacksonville Jaguars than will watch the Stanley Cup Finals or the World Series. I don't understand it, but I get it. I simply can no longer be a part of it.

When networks take long commercial breaks on both sides of a kickoff, then that's the last straw for me. It's ridiculous. One could say: "Well, the teams aren't doing anything anyway, so it doesn't matter if the network breaks away like that." Have you ever been to a football game? Teams actually do not take long breaks anyway. The players spend so much time standing around on the field waiting for the network to return, they're probably the most ultra-hydrated athletes on the planet.

Firstly, it's not natural. Athletes aren't there to stand around and drink water on the field. That's what the sidelines are for. Also, it's not entertaining. I don't need a new car, beer or whiskey, or insurance. I mean I do, but I've already made all of those decisions and I'm not in the market for any of them at this point. Lastly, it's not real world. I have played many football games, and watched many more; and I know what it looks like when someone catches a football. I can see it. I don't need the league to complicate it, referees to interpret it, or commentators to expound upon it. I can see if he caught it or didn't catch it, and so can field judges from ten feet away. Let the officials put in place by the league call the plays and be done with it for goodness sake.

Eventually, I need to watch the game being played. And I'm getting so little of it during an NFL broadcast that I cannot stand to watch it any more. During Sunday's Cincinnati/San Diego game, I got to the point where I could do nothing but scream, change the channel, and walk away. Play after play had to be micro-examined, with replays shown over and over and over and over...and over! Enough. My wife got to watch the skating and gymnastics show.

Suddenly, NFL Network replays seem desirable. But it's hard to actively get into a game showing on a Tuesday morning when you already know the outcome Sunday night. It's also hard to actively get into a game that looks nothing like the game you played when you were a kid and watched on television when you were a young adult. It's not, and I can't. I'll watch the Super Bowl because it's an event and many of my friends will get together to watch the commercials. Hopefully I can catch at least a few minutes of something resembling sports. But as far as I'm concerned, come on inter-squad spring training games from Jupiter, Florida. Yes!

Wait, I forgot...Baseball is expanding instant replay...Nooooooo....

Wednesday, February 20, 2013


I chose to explore Edmodo more deeply this week. After seeing this tool in use at METC I had to learn more about it.

There are three main aspects to Edmodo: Social/collaborative; virtual classroom; and applications. I find the social aspect to be slightly lacking at this point. I was pleasantly surprised to see a few of my colleagues at my school that were already Edmodo members. Communicating with colleagues is a great thing, but from what I have seen many of the members are possibly fake? People that don't write good English; or ask really strange questions? I'm purposely sounding confused because I'm not sure if I'm seeing some kind of spam or something. These are my first impressions, so maybe down the road things will get better here. It would be a good tool to collaborate if the right people were on there. Twitter it ain't.
The virtual classroom aspect is still very intriguing. I have learned how to create a 'group' -- actually just a class -- but adding people to the group is not as easy. I have tried to copy the url that leads people to the group but it wouldn't paste from my clipboard. Not sure what is going on there. I have the code to give people that allows them to join the group; and managing 'students' looks to be a relatively easy and  productive. I just need to find some students to add.

Finally, purchasing apps is a mixed bag for me so far. Some of the apps that are available look to be useful in this climate; some maybe not so much. Some are free, which is cool; but some are really expensive. I went ahead and used my credit card to buy some store credits. After I had purchased a couple of apps I discovered I had actually only purchased a one-year subscription. The store was less than up front about that. Oops. That's dirty pool. It's like the Amazon store: great potential, but too much 'nickel and diming.'

I really do love the potential of Edmodo. I would love to learn more about it. So I will keep exploring and discovering if the reality lives up to that potential. A mixed bag so far, but very intriguing.

Thursday, February 14, 2013


I can honestly say, as I walk to my car, which is parked about 4 miles from the St. Charles Convention Center -- OK, it's not that far, it just seems like it -- anyway, I'm pooped. Exhausted. But in a very good way. I hit as many sessions as I could; I got my boy dropped off at school as early as possible so I could take in as much of the keynote speakers as I could. I had an early lunch on Wednesday so I wouldn't forget to order flowers for my wife. I refused work -- hey I'm a still a sub -- all so I could attend the Midwest Education Technology Conference in St. Charles. I am not sorry.

Facilitating for a couple of the presenters was a blast, although I don't know why offering paper surveys to someone would offend them. Anyway, wondering around that convention center, looking for just the right session that wasn't full, was not a blast. Trying to actually do something online was not a blast. But I enjoyed every minute. I really, really like this stuff. I attended last year, and that's when I knew I needed to pursue an MET. This year only strengthened that commitment.

I'm not sure why the conference is so cool. I guess because as educators, it's everything we want school and learning to be. It's our panacea, our respite, our fantasy world. We just want to stay here, forever. I'm sure it's disappointing for the many educators who return home and enter the same dreary 20th Century classroom they left behind a couple of days earlier. It's also disappointing for someone like me that has all of this new knowledge and desire but can't apply it because I don't have a classroom. How lucky are those that return to their home districts and can actually apply what they have learned to improve the quality of their classes in a hands-on fashion. I wonder if they realize how lucky they are.

It seems strange to say, but in the plethora of breakout sessions offered, the number of different subjects was actually rather limited. 'Bring Your Own Device' and '1:1' are a couple of the more popular concepts, along with education tools Moodle and Edmodo. The use of video in the classroom was very big this year. But probably the most popular subject matter was iPads. How to use them, how to get them, how to make sure every student has them, how to incorporate them, how to love them, how to throw them across the frickin' room when they don't work right (it flies just like a frisbee!). Of course, for the 40 percent or so of tablet owners that prefer Android, there was not one session offered that I saw on the program guide. Why the discrimination? You don't think Android is a real competitor to Apple; or a real force in technology? Have you seen the sales figures for Samsung devices?

iPads are certainly cool, and after attending this conference I may be opening my wallet soon. Some of what I saw was pretty amazing. An app called 'NearPod' allowed teachers to control all of the iPads in which students had logged in with. When the teacher swiped to the next page, all of the iPads went to the next page. Amazing technology. The app is not available in the Android store. If you are going to buy iPads for all of the students, I guess this is not a big deal. If you're going to allow students to 'bring their own device,' then you need to have a more diverse technology.

I was fascinated and pleased with the pair of sessions I attended that discussed the use of Edmodo. I had heard about it, but hadn't realized you could set up a classroom on it. With the apps available, plus the social aspect of the site, it is quite an all-encompassing tool. I could not say the same with the Moodle sessions I attended. I am very interested in improving my Moodle skills, but the two sessions offered little if any hands-on training. It was all about concepts and ideals. I did not attend any sessions dealing with Common Core, but obviously this is the national trend and a scary proposition for many educators. I think most see some wisdom in the core standards, but fear their implementation will mean more work and more needless testing. Someone smarter than me once said that it's ironic when we apply words like 'standardized' and 'common' to students who are 'unique' and 'individual.'

I'm sure Professor Hartman would assume that I'm brown-nosing if I called her sessions the best that I attended (I would never admit it if I was). The highlight was the Cool Tool Duel, because the format was so different than all the other sessions. And the tools were cool, as advertised. I think the audience reaction said it all. And the Powerful PD session Wednesday morning was also good, because I could sit back like a fly on the wall and listen to what educational media experts were thinking and doing (I really need to investigate 'EdCamps' further). This was different because of the extreme level of audience participation/discussion. I wonder if Professor Hartman knows that not all of the breakout sessions receive thunderous applause.

So the trends of 2013 are clear: iPads, video, Moodle, Edmodo, BYOD, 1:1, free web tools, and Common Core.

I want to talk a bit about the common framework throughout the conference, and professional development in general. Looking back on my undergraduate career, it was always a laughing point among us students that all of our teachers told us we needed to create different ways of teaching to our students, but when we would go to class what would we get? A lecture. If we were really lucky: a lecture with PowerPoint. This being my second METC conference, it struck me near the end of Day 2 that I was viewing my ninth slide presentation in the last two days. That's a lot of slides. No wonder I have a headache. But how creative is that? How excited and interested should we be knowing we are about to see another slide presentation. Some presenters are better than others, but they're all among the top educators, right? So even the best of the best just use PowerPoints? Even Josh Stumpenhorst and Howie DiBlasi used a slide presentation. (It didn't matter, they were soooo good.)

Each classroom has a projector that someone can hook their laptop to. I mean really, is there no other way we can learn about this stuff? Maybe not, but no one would accept that in our classrooms. We are, after all, talking about a conference where every classroom is BYOD and 1:1. Just like my undergraduate professors, I wondered why they couldn't be as clever as they expected us to be.

Finally, as I look at the conference as a whole, I think it may have outgrown the venue. Many classrooms were stuffed full, to the point that dozens of people had to sit on the floor. This occurred much too often. Once or twice, I could not attend either of my first two choices because the room was packed full of people. Meanwhile, other less-popular sessions were poorly attended. One session I facilitated had less than 30 people. And it was a good session, too.

Also, as much as it pains me to pile on a worn-out subject, the Internet access remained very poor. This is a technology conference, and the main conduit to that technology was lacking. Even presenters, who had their own wi-fi network, were stifled by the lack of a quality connection. This was the case last year, so I really thought it would be much better. It's truly a bandwidth thing. Sitting in a room, I found it almost impossible to get anywhere when the place was full. Yet after the session broke up, sitting in the same spot, I found the connection to be fast and effortless. My suggestion would be to bring in a couple extra cell towers, like they did during Mardi Gras in St. Louis. This way you could encourage the people with data plans to access their cellular networks, easing the burden on the wi-fi. Being in the middle of a developed area, with a major network, I was unable to get 4G anywhere on the grounds; and inside the building I had poor reception at best.

But as I have said many times, overall the conference is spectacular. I have thoroughly enjoyed my first two years there, and even with all of the difficulties and challenges I would gladly come back again and again. I don't know why completely -- it's just that cool.

Saturday, February 9, 2013


It really is exciting how quickly my personal learning network is expanding, and in really good directions. I am a confirmed member of Classroom 2.0, and that looks very exciting as I'm just exploring that site. I am a member of EdWeb, and I can see potential there, but it's not as obvious as some other places. I'm glad I'm on there, but it's going to take something I haven't seen yet to get me excited about that site.

I am waiting on acceptance to the ning, the Educator's PLN. That place looks really exciting, and I've barely begun to scratch the surface. I was pleasantly surprised to see that Tom Whitby created that ning. I've been following him on Twitter for about two months, and he's among the best.

I always have the job search in the back of my mind. I'm starting to get up there in age, and I've been working part-time and going to school for about seven years now. I want full-time work yesterday. So anytime I stretch my PLN I'm hoping that I make a connection that pays dividends down the road. But as for learning, there is nothing better than colleagues and peers that know what you know, feel what you feel, and know your needs. And the information that is shared is absolutely incredible. That's why I like Twitter so much. I feel like I've learned a ton just by being on that network. If I could just apply everything I'm learning...

Friday, February 8, 2013

Twitter Chat, Pt. 3 (Most Useful)

I write, now, the blog post I should have waited to write before. My post Monday night is the definition of "knee-jerk" reaction, with the emphasis on "jerk." I apologize to anyone I may have offended, although I believe what I said needed to be said; and I have already seen the positives beginning to emerge. But it took decency and forbearance by many of my colleagues to make that happen. I should have said it differently.

But I was mad; and I shouldn't have been. The ILEdChat was not arranged for my benefit. Although I was invited, I did not set the agenda. Many high-level admins from across the state were a part of that chat, and they had extremely important details to work out. And I don't think everyone's answers are ever going to be provided in a one-hour chat format. I need one of those epic question-and-answer events like you see on C-SPAN about 2 o'clock in the morning.

The next day I was less mad, and slightly less stupid. Still, I sensed that I was making a difference somehow. I had gotten some people's attention, and not in a negative way. Like I said, my colleagues deserve the credit here. They could have sent me to Twitter Hell somewhere, but they sensed my honesty I guess.

I was being honest. Maybe too honest. But as long as I make a difference, then I'm happy. I saw a conversation that I didn't think was helping any student in Illinois. And I couldn't imagine a conversation between educators that didn't do that. But for admins in the education system, these are the things they are responsible for; so they were doing their jobs. And I was doing mine.

In the end, it's all good. I made some new connections, and I sense a real desire, collectively, to make a difference in the lives of Illinois students. (People seemed to genuinely care that I felt like I was left in the cold.) But we must make these differences in our own way. I won't criticize others for the way they work; and I expect they wouldn't criticize me for the way I work, as long as we're on the same proverbial page. The positives here already have surpassed the negatives. I plan on being in on the next statewide chat, and I know that I am welcome, so it should be productive. I know more about what I'm getting into, and hopefully they know that listening to me is at least as important as me listening to them. I think that's the only way it will all work. I think that is the objective of the 5Essentials.

I did participate in another chat Tuesday night, and this one was much more mellow. It was just between us classmates (MBU 543) and our esteemed professor. It went very well, I was able to spout off several times and all of our questions were answered and discussed. I think that's kind of how it's supposed to go, but I am still new at this, so I'll wait and see. It is interesting that our group is made up of educators in various stages of professional development. As a group I think we're very strong and able to solve all of the educational problems in this country if we were allowed to do so. I'm only kidding a little bit. I truly believe we all care very much about the students we are involved with. Unless they are disrespectful, then it's a paddle to the behind. Yeah, even the adults. Ok, now I'm kidding. Sorry.

Tuesday, February 5, 2013

A More Useful Take (Possibly)

I offer this post as a contrast to my previous one, which was basically a rant. Having 12 or so hours to soak up what I experienced, I am in a much better state of mind to offer something constructive after my first Twitter chat last night, #ILEdChat. By the way, I would have to look at the chat archive to be sure, but I believe I was the only teacher in the discussion, and I believe I might have been the only participant south of Springfield, although I could be wrong. But I'm sure I was the only substitute teacher -- and the only student -- in the discussion.

My guess is few if anyone else that participated in the chat would read this post; and certainly they wouldn't want to read my post from last night. I was not a happy camper, and I still have a bad taste in my mouth. The reason is because I genuinely tuned in to that chat in order to learn something. I did learn something; but not what I thought I was going to learn.

The 5 Essentials survey -- at least the one the teachers fill out -- asks multiple questions about, in a nutshell, collaboration. How well do teachers work with other teachers; with principals, with parents, and with students. I thought that is what the chat would be about. But it wasn't. The chat was all about the survey itself; and how "highfalutin" Illinois educators apparently do not like how the survey is set up and what potentially could be done with the data.

Here is what I would like to say to the educators that took part in the chat: I realize by the time I see the survey for the first time you have probably seen it, dissected it, and talked about it with really "important" people for some time. But by refusing to "come down to my level," you are pushing me and the rest of Illinois' teachers, parents and students aside. Most of you spent the entire hour talking to each other about scientific mishmosh: how will the data be extrapolated, how will the state's "report card" be affected, how will the variables be analyzed. I can see a segment of Illinois educators being interested in that, but it's a small segment; and everyone else that was invited to the chat was left to marvel at the collective "intelligentsia." As a newbie, and a part-time teacher "somewhere downstate," -- and a concerned parent by the way -- I felt like I was out of place, out of sight and out of mind. Only a couple of the educators in the chat even recognized my opinions. Most of you just kept talking about that same "stuff," in your "dee-luxe apartment in the sky." I know you're all caring educators, so what happened? Because the days of you relating to us "common folk" are apparently over. Or, I was invited to the wrong chat.

Notice how many quotation marks I used in the last two paragraphs. I'm not quoting you educators, obviously, I'm telling you how I perceived you. You can blow me off as ignorant if you want, but in a survey that concentrates on collaboration as a means of reaching our collective state education goals, I would suggest that maybe you should pay attention to us little folks down here at the grass roots level. You might learn something.

I would hate to discover that one of the reasons we have to go through exercises like this survey is because talking heads at the upper levels of state education have their heads so far up their own butts they can't see what is happening in the schools. From what I discovered last night, I'm beginning to wonder.