Gary Ackerman @garyackerman@qoto.org

A blog post on school networks designed for school leaders, now with audio:
https://hackscience.education/2018/07/30/edtech-for-edleaders-network-planning-and-installation/

“A good question is [one deeply interesting and relevant], but you had no inkling you cared until you heard it.”

“A good question creates new territory of thinking.”

“A good question challenges existing answers.”

“It is no use trying to learn math unless you can communicate it to other people.” -Grace Hooper was right. I wonder if she included “yourself” in “other people?”
#math #maths

What if we find out that students learn despite the fact that their activities were not hyper-focused on standards?

If you can’t say what is wrong with your idea, then you don’t understand it... or the problem it is supposed to solve... or what it means to be credible. #leadershipbyexample #Leaders #leadboldly #education #edleaders

A post for students in my database course:
https://hackscience.education/2025/06/27/foundations-of-sql/

A post for students in my database course:
https://hackscience.education/2025/06/27/what-exactly-is-nosql-its-more-nuanced-than-you-think/

A post for students in my database course:
https://hackscience.education/2025/06/27/the-data-ecosystem-unpacking-data-lakes-data-warehouses-and-data-marts/

“This is what I need in order to teach....”

“This is what my students need in order to learn....”

These answers do not always overlap.

“Inside every working anarchy, there is an old-boy network.”

Our emotions, motivation, attention affect what we learn as well as the novelty of the experience and where, when, and who else was there during the experience all matter when #learning.

“Not everything we remember results from reward or punishment.” I sure wish this was more widely known. #education #learning #teaching

Dear teachers: If you believe “my job is to give them information,” you are wrong.

The greatest value faculty give to students is the relationship grounded in good feedback given in thought-provoking assignments, not the content of lectures.

We all have a responsibility to react and respond ethically, and this begins by understanding what you do, how you do it, and why you do it.

“The delicate balance between these emergent technologies, privacy, ethics, and access to student data remains a contested topic. And given that many systems are now cloud-based, this raises the specter of potential data misuse.” Truer words are not often seen in reports.

All of those wonderful models you have for instruction... if you rely on them indefinitely, then you are not understanding them. #teaching

Any residual interaction that is available when lecturing face-to-face is lost when lecturing moves online.