The "yeah, but that is YOU" excuse

Source: Corey Dalh (Flickr)

Okay, time for a little rant. I am very passionate about education technology...well, technology in general and whenever I find something amazing or have success with a new tool, I gotta share it with other people. I love when people share their great ideas with me, especially when they are so easy to access. However, there are still many teachers who are just not interested. Here are a few of the responses that I hear:

• That is interesting. Maybe next year.
• That is interesting, but I don't see it working for this class.
• That looks like it takes a lot of extra time that I don't have.
• Is it really worth it?

Many of those are reasonable responses and I can sympathize. Each class is different and what would work for one class would not necessarily work for another. I have had great plans and tools that have been amazing for one class and then fallen flat the next year with the new class. However, there is one excuse that just drives me nuts. It's this one:

• Yeah, but that is YOU.

The problem that I have with this statement is that it shuts down the conversation! This is a teacher making the statement "I can't do that and will never be able to". We encourage students to always try new things and believe in themselves and yet, at the same time, some teachers will not practice what they preach. What it is really saying to me is more like "I don't want to".

Okay, enough ranting for one morning...I need another coffee.

What's with the title "Teach 47"?

 So, how difficult is it to choose a name for a blog? It's harder than you would imagine!

Image by Peter Alfred Hess on Flickr

It is a really tough process thinking of a blog title. It's like an online elevator pitch. I am sure any blogger could talk about the time spent anguishing over the right title for their blog. It sounds like a simple thing to do, but man, does it take time to be right. If you have never done it before, let me share with you some of the though process that had gone though my mind:

• It should be something that has a personal feeling to it.
• It needs to be something that sounds professional (but not like I'm some kind of corporation).
• Do I use my own name in it? ("The Waldie Blog"?)
• Should I tie it into a particular theme (technology)? What happens if I want to write about something different? Wouldn't that be misleading?
• All of the good ones are taken!
• It needs to have some meaning in connection with the blog itself.
• Can't be too long.
• Can't be too casual.
• Can't be too formal.
• Did I mention that all the good ones are taken?

So, after lots of pacing about my house and going through a variety of previous incarnations, I settled on "Teach 47". The "teach" part of it is a simple connection as most of what I will be writing about will be on my experiences in teaching. But, what is the meaning of 47? Why not 35 or 28 or any other number? The answer goes to, of all places, Star Trek.

Need a reference! (If you know the origin, let me know)

Star Trek has had many inside jokes in its time, but one of the longest running ones is based around the number 47. While Star Trek writer Joe Menosky attended Pamona College there was a club there called the "47 Society" which claimed that the number 47 occurred with greater frequency in nature than any other number. It was, in this society's mind, the quintessential random number. Menosky therefore started referencing the number 47 while writing for Star Trek The Next Generation. Don't believe me? Take a look here:



The number caught on and has been making appearances in every Star Trek television series and movie since then. There is even a website called "The 47 Conspiracy" dedicated to cataloging these instances.

So, what does this have to do with my blog? Two things:

1. I like Star Trek. I wanted to get a good reference in there that only the really geeky trekkers out there (like myself) might get at first glance.

2. The magic of this in-joke was that it was invisible. Most people didn't even know it was there, nor was it the focus of the show. It was simply something that existed to enhance the show from the background. This is something at the core of my feelings regarding technology integration in the classroom.

Technology Integration Rule Number 47

Good technology integration in classroom is something in the background that enhances the learning, but it is not meant to be the show in itself. In my classroom, I try to use technology on a daily basis.  I love technology and what it can bring to the classroom. But, it should not be the focus of the lesson. Like the number 47, it may be all around us, but it is not the focus of what is happening.

So, there you have it. I Teach 47.

So, who am I?

How do people know what their passions are? For me, it seemed to come from other people. I went about my days and my life doing what I thought to be normal things.  However, as time went on, it seemed that some of these habits had became my defining features. Let's talk about two of the most prominent: French and Technology.

 French Speaker? Me? I guess so...

I hated French class!!!

Like all Canadian students, I studied French in school. I studied it and I hated every minute of it. For me, it did not seem to have any purpose. Growing up, there were no local French communities in the Kootenay region of BC that I was aware of. Outside of those 55 minutes a week, I never used French. My only other interaction with French was in the grocery store on cereal boxes and soup cans. I just turned them to the English side and everything was good! Finally, when French became an option in Grade 9, I seized the opportunity and dropped it like a lead balloon.

Then came a trip to France with my grandmother. This was my first REAL experience in another language and boy did I feel helpless. I decided to tour around on my own for a while and I planed to meet my grandmother in front of Opera House at later time. I walked around and avoided talking to anyone unless I heard English first. I just took pictures and read the brochures (the English ones). When it was time to head to he Opera House, I had to take a taxi. I found myself trapped in a car with a person that I couldn't  communicate with! My French couldn't even get a single useful word out of my mouth. After a few minutes or so of trying to even say "Opera" and almost in a panic, the wonderfully patient taxi driver tried his best to understand my gibberish and finally took a chance and drove me to the Opera House. This trip solidified the importance of other languages to me. I began studying Spanish in university and later spent a year living in Chinese, practicing Mandarin. I am not fluent in either of these languages, but I could get by.

Then I started studying French in Quebec. I took multiple summer courses in French and felt that if I met that taxi driver again, I would certainly be able to explain l'Palais Garnier to him. However, from what other people told me, I had a knack for languages. I would not have identified myself this way. I felt that I stumbled through the grammar and often confused the languages, but to others, I was someone who was multilingual. This even led to me teaching French Immersion in a public school in Prince George. Imagine that! The student who hated French and dropped it in high school is now a French Immersion teacher!


Tech Genius? Not even close!
 

Image from lgb06 on Flickr

I'm an early adopter, for sure. When I was a child, I enjoyed testing the extent of my computer knowledge. I used to play around in DOS on our old 16-Colour PC. My favourite command (because I knew how to use it) was "dir". I loved listing folder directories in all the different ways: dir/w, dir/n, dir/x, or when I wasn't too sure, dir/?. Did I need to always list the directories like that? No, but it sure made me feel like I knew what I was doing. It also let me feel like I was keeping up with Jamie.

Jamie was one of my best friends and he was a computer genius. No matter what new thing I learned on the computer, Jamie was always one or two steps ahead of me. In my group of friends, I was not the computer guy. I was the affable side-kick who tried, but failed, to keep up.

As we grew up, we each followed our own path and went our separate ways (Jamie is in network administration now, still light years ahead of me on the IT front). However, since that time, an amazing thing has happened. In my new groups of friends, I have become the "go to" person for technology. Amazing! In my childhood competition for technical knowledge, I may not have surpassed Jamie, but I had gained a lot of knowledge that has now made me the tech genius in other people's eyes. If only they had met Jamie..



So, that's how I became that French-speaking tech guy to others. I still don't see myself as a French speaker. I'm just getting by with the language. I don't really see myself as an IT guy since I can hardly write JavaScript with any real success. But, to other people, these are my passions and I guess they have become that for me as well.