Gary Ackerman @garyackerman@qoto.org

Just me over here judging you by the folks with whom you associate.

You can believe all you want about teaching, but when it gets down to it, if your methods don’t align with how human brains work, then all is wasted.

I’ve paid attention long enough to know: The more vehement your position, the more likely it is wrong.

“Tools confer intelligence.” I don’t think this is wrong.

#edtech for #edleaders: Measuring Technology Acceptance
https://hackscience.education/2019/02/01/edtech-for-edleaders-measuring-technology-acceptance/

Connectionism Makes Sense
https://hackscience.education/2019/02/01/connectionism-makes-sense/

#edtech for #edleaders: Fundamental Concepts of Networking
https://hackscience.education/2019/02/04/edtech-for-edleaders-fundamental-concepts-of-networking/

Assessment in Education
https://hackscience.education/2019/02/04/assessment-in-education/

Autonomy and Innovation
https://hackscience.education/2019/02/07/autonomy-and-innovation/

It’s always strange to me that educators encourage “be critical of the information from x” where x is a new technology (internet, Wikipedia, ChatGPT), but that skepticism doesn’t last long.

“Continuous improvement” is based on the idea that we knew what we needed when we started and the system was the path to it. “Design” is based on the idea that we evaluate our goals and the systems as we “improve.”

I can respect your right to an opinion while disregarding your opinion.

To those who tweet about students not reading emails/ syllabi ... You should see what its like supporting faculty.

If you don’t have more questions when you are done, did you learn it?

My answer is, “no.”

“I read the book.” “I took the classes.”

Yes, but that doesn’t mean you understand it.

I don’t disagree that devices are a significant source of students being disengaged in school. Split attention, FOMO, the rewards they give; yes, they are all real effects. I taught long before these devices arrived. Students were disengaged back then too.

I believe one reason conspiracy theories are so rampant is the fun folks get in creating stories.

It is sad that folks are offended by accurate observations.

When one becomes a good critical thinker, they become dangerous in the eyes of many.

I’m increasingly convinced education’s response to generative AI must focus on convincing students that *the skills they hone* are more valuable than the outcomes they achieve. This will require a monumental mind shift in the field.