Gary Ackerman @garyackerman@qoto.org
- On the web:
- https://hackscience.education/
Director of Teaching and Learning Innovation at a community college in New England
Retired k-12 science/ math/ technology teacher/ technology integration specialist/ coordinator
Joined Nov 2022
Human knowledge is far more than information, and what we learn or when we apply what we have learned, it is rarely as clearly bounded as our curriculum would have it.
“Knowing stuff” may be necessary to apply it, but teachers who think their work done when students have demonstrated knowing are leaving the most important work undone.
Of all the jobs done in schools, managing the IT is the one they would be least prepared to assume if they needed to.
Plato observed, “You have invented an elixir not of memory, but of reminding; and you offer your pupils the appearance of wisdom, not true wisdom” about writing.
What we think, how we think, and the types of thinking we value depend largely on the nature of the information technology we experience.
Extraneous cognitive load is that which is wasted by the learners managing bad design or poor organization of information or information technology tools.
When using IT, “performance gains are often obstructed by users' unwillingness to accept and use available systems" was observed 35 years ago. It is still true in many settings.
Every theory clearly identifies those factors that are relevant and that deserve managers’ attention as they design interventions. Those who ignore the importance of theory in their work are misguided.
In the vernacular, “theory” is associated with ideas that are incomplete or not necessarily true. It has a much different meaning when used by scientists.
School leaders make budget and personnel decisions that impose unrealistic limits on IT professionals, and they advocate for practices beyond the capacity of the available IT or are contrary to the professional tendencies of the teachers.
Educators complain about the IT systems in schools, but they don’t understand the complexity of managing IT systems, the potential conflicts and threats to the operation of enterprise IT, and general chaos that can result when enterprise networks are not tightly controlled.
In schools IT professionals are managing devices for purposes they do not understand.
Learning occurs within brains, but outside of brains too.
We become “smarter” through effort.
Some adults are uncomfortable with what educators do today, but they need to realize we are preparing students for their future, not someone else’s past.
Become agile. The path to sustainable operations in higher education is uncertain and dynamic. Once the path comes clear, it will become muddled.
- On the web:
- https://hackscience.education/
Director of Teaching and Learning Innovation at a community college in New England
Retired k-12 science/ math/ technology teacher/ technology integration specialist/ coordinator
Joined Nov 2022
