Gary Ackerman @garyackerman@qoto.org

To the Naturalistic educator, there is no difference between a student who can’t solve a problem and one who solves it but for whom it has no meaning.

Shared dogma is often confused with objectivity.

“Someone sent me the link…” rarely ends well.

A feeling is not a fact.

As somethings get easier other things get harder.

Intelligence emerges from interaction with other humans and the physical environment. One wonders how that can be replicated.

We seem content to be told by AI what is so. This seems an unwise choice.

School leaders are in an uncomfortable position: They must rely on the judgements and assessments of the IT professionals they hire. If the IT staff reports, “all is good,” they have no way of knowing is that is accurate or not.

Ignore the technology is not an option for educators.

"What might some unintended consequences be?" Maybe we start brainstorming these along with our solutions.

Hey faculty... maybe start prompting students' responses in online discussions. Encourage them to:
Confirm– provide supporting evidence for others’ statements
Challenge– provide contradicting evidence for others’ statements
Extend– Reconsider others’ statements in different circumstances
Apply– Use others’ statements to analyze a real-world problem

While an educator may articulate no theory, every instructional strategy embodies a theory of human learning.

Here is your regular reminder that the saying should be "always state the opinions upon which you base your facts."

Doxa, which is practice supported by opinion alone, is far more common than we realize, especially amongst the "data-driven" crowd.

I read books and articles, I listen to lectures, and I participate in discussions, but true learning occurs only after I have meaningful experiences with new knowledge.

We are all familiar with teachers’ habit of applying any new term to any existing classroom practice.

Brief podcast episode on AI as a Tutor dropped today.
https://buff.ly/3SZiuSO

Fundamentally, educators and IT professionals understand technology different ways. Even steps that seem to be necessary for promoting reliable and secure environments for technology-rich teaching and learning can be differently perceived and understood by different groups.

"Why do we need to learn this?" Teachers who answer this accurately and convincingly with real-worked connections have done half their job.

I really miss HyperCard.