Gary Ackerman @garyackerman@qoto.org

One thing I learned during 35 years in education: “facts” are the least useful thing in the curriculum.

How much of your learning was teaching “at scale” (done in large cohorts)? While it was effective for content, that was the least important part of my education.

We are initiating a project to create a digital collection of the rocks, minerals, and fossils, in our community college's collection. We are thinking a searchable database (mobile compatible) that will display images of what we have.

Anyone willing to share recommendations on platforms?

We have capacity to self-host, prefer open source.

No new multimedia package since HyperCard has been an improvement.

There really are two sides of science-based debates.

Can we agree this is a terrible place to put the key that returns the cursor to the left side of the line (on an English keyboard)?

In IT the problems are solvable. We can adopt systematic troubleshooting steps and most problems can be identified and resolved in minutes or a few hours. (Yes, I have problems that extended much longer—all IT professionals have—but those tend to be rare.) IT professionals have knowledge of the systems they manage, and they have resources (from online communities, colleagues, vendors, and even user manuals) to help them resolve unfamiliar problems. When their problems are solved, all users can recognize the green LED’s that signal functioning connections, operational computers, and—in schools—smiling teachers.

I expect every reader has experience with school and a strong concept of school. Much that one “knows” about school, however, is a misconception.

I once served on a committee hiring a professional who was primarily going to serve as network administrator. We were in the second interview, so there were fewer questions and more discussions, and he asked, “What can you tell me about the environment?” The superintendent (who admitted little knowledge of technology) began describing efforts they had made to improve the working climate in the schools. He looked puzzled as he listened for several minutes. When she paused to take a breath, I interrupted, “I think he was asking about the network environment?” He said, “yes, I’m glad to have heard that, but I was asking about the servers and stuff.” Sometimes IT professionals and educators are not even speaking the same language even when they use the same word.

So, I was helping a faculty member prepare their exam to import into the LMS. I noticed and pointed out "you only give 'all of the above' as a choice when it is the correct answer." They dismissed my suggestion we change it.

This is a faculty member who vehemently insists tests are the best way to measure learning.

@Majik @margreta

You are correct in the "in school" versus "out of school" communication tools, and I am not sure that is bad. Do we really want to "force" students to TikTok (current example) to access education?

I've always been an advocate for diverse computing environments in schools. A students who can use a Mac, PC, Linux, etc. machine to accomplish when they need is a vital skill in my opinion.

I think the indoctrination into MS Office, which has no been replaced with Google Workspaces, ignores what we really should be teaching students about productive computing

@AlSolano@edumasto.org Enjoyed the read. Its interesting how many myths your have addressed here.

Is it inconsistent for a company to claim it "takes your security seriously" when it limits the punctuation marks allowed in passwords?

@Standplaats_KRK yeah… they are not shocked to hear I’m not a good plumber.

When you recognize contingency and randomness affect all decisions an outcomes you are beginning to be qualified to be a leader.