I’m not a fan of funerals and not just for the obvious reason that they represent the fact that someone died. They are, for me anyway, often tension-filled. First, being an atheist, I struggle against the call on religion to soothe our souls in our time of distress. Second, it means dealing with family and the undercurrent of all those relationships at a time when people’s emotions are running high. Under such conditions, there’s a high likelihood of emotional crisis.

There was no crisis this time, but definitely some interesting moments. My father told me that at the viewing the day before, a friend of his mother’s, after expressing her condolences, said, “I don’t know what your politics are, but I just want you to know I think George W. Bush is an idiot.”

Besides the family, there were less than 10 other people at the funeral. Mostly, this is because my granparents’ friends were few and most had died in the last few years. Even some that are still alive are not in a condition to attend a funeral. My other grandmother, who died younger and also after her husband, had fewer people at her funeral as well, but more than this grandmother.

My cousins did nothing to control their rambunctious two-year old, who was rambunctious enough to make it difficult for us to hear. Me? I would have taken the child outside.

Everyone who spoke mentioned my grandmother’s applesauce. My dad’s entire eulogy was about applesauce (something I hope to post because it was wonderful). It was really good applesauce.

At the graveside service, my father asked me, “Do you feel any connection to these people?”

And I said no, not really. And I thought about that and about why that was. Part of it was the fact that we did not visit often. While my cousins were often together at my grandparents over holidays, my family (mostly my mother) chose to stay at home with just our immediate family. We saw my grandparents a couple of times a year, but saw my cousins only every few years. When I did see my cousins, I remember feeling left out. They all knew each other and shared stories about their time together. I also remember a couple of them teasing me mercilessly about my southern accent, the way I dressed, etc. Not exactly a bonding moment. And I am the cousin whose parents got divorced and whose sister died. I am different.

One cousin, the second oldest, named after my father, I have always liked. When I was young, he always tried to make me feel included even while the other cousins were trying to exclude me. He also used to write songs and we share a kind of creative spirit, something we both still harbor even if our lives didn’t lead us to careers in those fields. He is kind and non-judgemental. And even though I don’t agree with him all the time, I still respect him.

My aunts are getting older. They seem older now than they ever have.

Children do not know that death is a sad or scary thing. They run around the graveyard and pick flowers and laugh and to them it’s the same as if they were in a park.

One chemical spill, a scenic detour and a huge rainstorm later, we’re here.

Mr. Geeky called last night–as he has every night since he’s been gone–to check in. He asked when I was planning to leave for the funeral.

Well, I said, I have a meeting at 3 and students coming at 4, so probably not till 5:30 or 6.

Are you crazy? he said.

Well, it’s the students’ first paper. I feel bad.

Look, he said, you’re always putting other people first. Reschedule the meeting and the conferences and leave early so you’re not driving in the middle of the night.

Okay. You’re right.

And then we talked about some other things and we hung up.

He was right though. I often have a tendancy to put others first, especially in a work environment. I need to stop that. For one thing, I don’t think it actually benefits anyone. I get frustrated because “No one appreciates what I’m doing for them.” I don’t have time to be proactive and put programs in place, etc. And then I’m burned out and resentful and I don’t even *want* to be proactive. It’s ugly.

Actually, Mr. Geeky does this sometimes too. The difference for him, though, is that some of that has paid off–in terms of getting tenure, a nice grant, and other rewards for his hard work. But some stuff doesn’t always pay off. Spending hours with students is not always rewarded. All the little administrative stuff he does, the email lists where he helps people well into the middle of the night. The thing is, we both care about our work. We care about it in selfish ways, sure, but mostly, we want to help people and we want to make a difference, whether that’s locally or globally. And so we keep at it.

But sometimes, you have to let go of that and take care of yourself and your needs. You have to put your own oxygen mask on first. I need to do that more often.

I’m not sure what to make of the response. It was what I expected, that this whole thing is about neatness. I hate, hate, hate the focus on neatness in grade and middle school. I mean, really, what is the point here? Okay, so neater writers do better on the SAT. That is not right. They should be graded on content and structure and sophisticated argument.

She claims that she brought up that she would be going over penmanship (specifically “how to make letters”) at back to school night. I do not remember this. I remember her saying she wanted the notebooks to be neat. What’s interesting is that in the email she sent me, she said that the notebooks were there to demonstrate their knowledge of the topics covered. I find this contradictory. Do perfectly shaped letters demonstrate knowledge? I can understand if the writing is illegible that maybe that would be a problem? And I can see neatness being, say, 10 points of the whole assignment, but I just have an issue with this focus on the insignificant details.

The thing is, this is a pattern in our lives. Maybe it’s just my kid, but I have battled neatness issues with my son for his entire school career. He just not neat. He’s not going to be neat and in five years, he’ll be typing everything anyway. And I have to say that this focus on the minute details is something I struggle with in my teaching too. Students very often have been trained to focus on these things–the commas, the correct citation method, etc. It’s not that the details aren’t important. Certainly when you’re ready to submit something for a grade or for publication, you want to cross every t and dot every i, but first you must focus on the bigger picture. And I guess I see this misplaced focus in the schools.

I sent a fairly pleasant response back, thanking her for her explanation and explaining that neither Geeky Boy nor I knew the intention behind the assignment, which I hope was a nice way of saying, “Be more clear about why you’re asking students to do things.” So, for now, I’m laying off, but I’m still keeping my eye on this one.

I’ve just fired off an email to Geeky Boy’s social studies teacher complaining that 1) they spent two days in class practicing handwriting and 2) they had homework to practice handwriting. I said I was disappointed that she considered this 6th grade level work and asked for an explanation for why she was doing this kind of work in class and not something more substantial. I said I didn’t consider handwriting a particularly important skill at this grade level (especially in social studies!)

I’m sorry, but I usually sit back and let the teachers do their jobs, but I find this egregious. I can’t even begin to express my anger over the fact that someone thinks handwriting is going to help get a student into a good college! Please.

  • My last grandparent died. My dad’s mother, last night. This deserves more than a bullet, but that will have to wait. She was 92. The last two years of her life were not quality years.
  • I would describe parts of my life right now as being forced to wear a wool sweater when you have the chicken pox–or sunburn–whichever feels most uncomfortable. I want to take the sweater off, but then I’d be naked. And that’s kind of scary.
  • I would describe other parts of my life as being on the upward slope of a roller coaster. I can feel the excitement building; it’s gonna be fun. But I might also throw up.
  • Why aren’t there 28 hours in a day? Seriously, just a few extra and I’d be good. I could get the laundry done, read that article I want to read, AND get some extra sleep.
  • My youngest is bored at school. Sigh.
  • My oldest was asked to write the alphabet over and over in . . . social studies.
  • I’m going to have to write to some teachers/principals. Not really looking forward to that.
  • Single parenting this week. Sigh. I miss Mr. Geeky.

I love playing with technology–mostly on the software side, but hardware too.  I honestly get a thrill on the level of riding a roller coaster when I discover something new.  For example, a couple of weeks ago, I installed Parallels on my MacBook Pro on the recommendation of an equally geeky colleague (which I wrote a little bit about here). Parallels allowed me to put both Linux and Windows on my machine.  I’m writing my dissertation in OpenOffice under Linux and I’m using Windows for a handful of Windows-only applications at work and for syncing with Airset.  This weekend, my new Palm that I ordered off of Ebay arrived and I got the whole syncing the work and family calendar to work.  I got butterflies when I finally achieved this.

I’ve also started using Flock, with equal amounts of love and excitement.  And that’s just on top of the fun I’ve had with the new computer itself, playing with Garageband, iTunes, the Dashboard widgets.  Any time I go to write a how-to, I always research what’s new and I almost always find new cool stuff and it almost always thrills me.  Recently, for example, I’ve been writing about audio, which led me to using Garageband for podcasting (I’d been using Audacity).  Then someone asked me whether they should really teach their students html, and I suggested Google pages.  I’ve been writing about blogging as well, which led me to Flock. 

Obviously, I’m adventurous when it comes to exploring new software, but mostly I explore these things because I’m trying to solve a problem or to make some process better. I’d read about Flock on Academhack, and it does make some things much easier.  The built-in blogging tool, while not perfect, makes it so easy to drop in quotes and pictures and you can save posts for later and write in the same platform for all your blogs (maybe only an issue for me, who has like 4 blogs on 3 different blogging platforms).  Parallels plus Airset solved some of my PIM issues, still not quite perfect, but helps me accomplish much more than I could without it. And I use OpenOffice because I can save my files as pdfs and send them off to my advisor without fear that my figures will go wonky.  But, it’s also true that many of these tools make it more fun to do my work. And to me, that’s just as important, if not more so, as efficiency.  Shouldn’t work be fun?

technorati tags:, , , , ,

I’d like to point everyone to the discussion going on in the comments to my recent post on public education. I think my reactions to public education are complicated and probably can’t be summed up in a blog post or a comment. In reality, we have pretty good schools here. They’re not perfect obviously, but they’ll probably be fine for our kids. The schools I went through probably weren’t as good and I turned out fine. It’s what you make of it, I suppose. I’m just not sure that every kid is equipped to make the best of it. And then what?

HaloScan.com – Comments

technorati tags:,

Update: In catching up with my RSS feeds, I ran into Kathy Sierra’s post about success. I love Kathy Sierra. I think she says in this post exactly what I was trying to say above. That is, there appears to be only one track to “success,” moving up (internally or externally). I think, however, that I’d be happier not moving up, but instead, being somehow acknowledged that I’m doing a kick-ass job. That might mean an increase in pay or taking away some of the icky crap I hate doing and replacing it with cool stuff I love doing. I’m moving in that direction, but now I have concrete ways of articulating this to people who can make that happen. Thanks, Kathy.

I’m struggling with this question right now in many areas of life. I feel pretty successful. I have a job I enjoy, a wonderful family, and my own house in a nice neighborhood. But in some ways, I don’t feel successful. I haven’t quite finished my Ph.D. and when I do, I’m probably not going to pursue a faculty career. If I do pursue a faculty career, it won’t be tenure-track. It would be continuing non-tenure track or some such kind of position. And that feels “lesser” to me. I feel “lesser” as just a staff member, which is part of why I’m even holding the thought of full-time teaching in my head. But I think I’d just be exchanging one “lesser” with another.

Success in academia is usually defined in terms of publishing the right number of papers in the right journals. It’s going to conferences and people have heard of you, read your work, or whatever. At some places, it might also be defined by teaching, with awards or good evaluations. But that’s on the faculty side. What would success look like on the staff side, for someone in my position?

In some ways, I could pursue success in the same way. I could publish. I do go to conferences. I’ve presented at many. That feels successful. If I were in development, I might measure success in terms of how much money I bring in. In admissions, getting a good class every year or increasing enrollment. But I don’t have any good measurements like that. I have personal measurements. I feel like I’ve accomplished a lot, contributed a lot to the institution, but kind of have nothing to show for it. I have no award, no merit raise, no tenure or promotion. And here, I have no opportunities to pursue those accolades. I must settle for the occasional pat on the back or glowing email. And those are fine, but I think I want more.

The problem is, I can’t define that “more.” What would more look like? A promotion? A raise? A new position? I’m not sure. I can’t get Chaucer’s Miller’s Wife out of my head. What do women want? What does this woman want? And I think the Miller’s Wife has a point. Authority would be a good thing. Maybe.

And yet, most of the time, I’m perfectly content. Maybe I’m just having a “the grass is greener” moment where other opportunities or changing things in my current situation looks better than the status quo. Maybe I’m just getting greedy.

technorati tags:, ,

When I think about what it means to be involved in education, I think primarily about curiosity. I think one should continually be curious about the world around you. One should always want to ask, “What’s new?” and then go find out. Coupled with this curiosity is imagination. I think of education as coming up with new ways of looking at old things, of coming up with entirely new things, of rethinking the way we do things. That all requires imagination.

What I sometimes find, however, is a lack of these two things, especially when it comes to technology. There are lots of reasons for this, most of them institutional. I don’t know of any field, aside from Computer Science perhaps, where technology is integrated in a way where faculty just simply naturally think about it as they are planning their classes. It’s always an afterthought. This, then, leads to a lack of imagination in implementation. How can you possibly come up with something truly interesting and innovative at the last minute? I’ll give you an example. I suggested to a professor, someone who is technically savvy and pretty imaginative, that he use Flickr for a class that was image-heavy. He wanted a way for students to comment on photos they had taken and posted to a web site. Now I give him credit for asking, but this was the second week of class before we were having this conversation. And although I explained that Flickr allowed you to comment, even put sticky notes right on the image and if you want, you can close off your collection just to your students, you can do that too. But there wasn’t time to demonstrate or come to the class and show how it worked or any of that.

I think I can partly blame myself for this. I don’t always reach out before the semester and suggest such things and I think I’ll do more of that. I’m currently writing the “Alphabet Soup” of technology for educators on my other blog. That has actually generated some response so far.

Another problem is that faculty, I realize, do not have time to do some of these things. It takes time to set up a Flickr account, perhaps set up a pool for students to work with, write documentation for that. It takes time to make video clips, to think about blogging, to make your Blackboard site more than just a document repository. I know, because I do these things for my own single class and it takes time. And there’s no reward, no guarantee of success, and the chance that one will be humilated in front of the class and fail miserably.

Many of the faculty at my institution come from places overflowing with staff and resources. Harvard, for example, has about 12 people on its instructional technology team alone. Yale has 16. Stanford has about 30 (too many for me to count quickly). Most of those places, too, have liaisons for each department and separate out work on classroom/research activities from basic technology needs like email, word processing, etc. For basic support, there’s another team of 15 or 20. At these places, a faculty member comes in the semester before and says, “I want an interactive site for anthropology 101″ and the site magically appears. Or I want these 100 images scanned and put into a nice powerpoint presentation and voila, it’s done. So, naturally, many of them expect the same kind of service when they arrive at our institution. But alas, with one person as a full-time instructional technologist and who also handles general web and technology issues from both faculty and staff, that service is simply not possible.

Would I like to provide that kind of service? Not really. I personally think there’s value in doing some of these things yourself. First, you know the material and the best way to present it. Reimagining it in digital form often makes you rethink the way you present the material. I’ve heard from colleagues who work at these larger institutions that sometimes the projects they create are never used or are used once and discarded. I’m guessing that if you create or help create a project yourself, you will use it. Often, too, if you’re just producing digital material from analog versions that have been dropped off, there’s never an opportunity to have a conversation about the best way to use the digital material or ways to make it flexible and fit different situations and classes. And there’s just that lack of curiosity and imagination again; there’s no desire to learn how these things work, how they could transform teaching.

I think most people associate technology with a kind of dystopia where curiosity and imagination have been stripped away. And maybe in the 80s and early 90s when the focus was automation and “making life easier.” And maybe that vision of technology still exists now. And it’s hard to get beyond that when much of what I and my department end up doing involves the nuts and bolts end of things instead of the fun, imaginative end of things. For me, technology, especially web technologies is all about creativity and imagination, of connecting and “talking” to people, of seeing things in new ways, of words converted to image, of image converted to words, of infinite possibility. Maybe people are afraid of that infinite possibility or maybe, conversely, they feel constrained and hemmed in by technology instead of feeling free to pursue a different path. I wish that more people would be more curious about technology instead of fearful of it. Unfortunately, I may be able to teach them how to use something, suggest possibilities, but I think it’s beyond my job duties to instill a sense of curiosity. But I’ll keep trying anyway.

technorati tags:, , ,