I wrote a few weeks ago about how badly my district is handling textbook adoption for several courses next year, including my beloved statistics. Today several of us went to a meeting after school to allow one of the publishers to brief us on all the goodies.
It was a disaster.
The person in the room with us didn't know how to use the technology component--he's the sales guy. So he tried to set up a "webinar". I don't know which end the problem was on, but the audio kept cutting out every few words.
And what the speaker was trying to explain, from all the way in Florida, could easily have been sent to us in a PDF. I don't need to be walked through how to sign up for your company's online goodies--tell me what they are and how I might use them. But we couldn't really do that because calculus and statistics were in the same meeting--because the online sign-on procedure is the same for both books because the publisher is the same. And because the salesman didn't know how to use any of it.
He's going to send us a PDF of how to log into the online goodies.
You might imagine that the meeting devolved quickly. It was truly a waste of a couple hours. I asked my fellow teachers how they're going to run multiple classes when we were only given enough textbooks for one class; were they going to run an entirely separate class, or were they going to run their one "pilot class" in parallel with the others, pointing the students in the pilot textbook class to the appropriate section of the textbook that they're only going to be using for 6 weeks?
The cleaned-up term for this process so far is "goatscrew".