Gary Ackerman @garyackerman@qoto.org

Domain knowledge is never sufficient to solve problems... unless you are in school.

Algorithms usually lead to excellent performance, but very little understanding.

The really interesting problems are the ones that you do not know what the solution might be like.

Avoid being the #teacher who asks only questions with know answers.

Yeah, answers are way less important than questions.

Learning depends on intention, action, and reflection. All necessary, none sufficient.

All those complaints you have about technology and how it is “ruining” young people... they said the same about writing, books, and every other technology you value.

Learning depends on intention, action, and reflection. All necessary, none sufficient.

The net efficiency of using cloud productivity tools must take into account the time lost when we respond to "can you change the permissions?"

Instruction... activities in which the teacher plays a dominant role... comes in many varieties. Some are more effective than others.

Every classroom dynamic is different. A tech-enabled lesson that is highly engaging and meaningful to one group of students might be dull and boring to another.

If you *always* do it, then it isn't really a scaffold. #teaching #education

Maybe we pay more attention to learning than to testing?

The core rule of ed-tech: As you move from basic IT systems to actual classroom use, each level introduces more uncertainty and uncontrollable variables into the design process.

Because students bring diverse skills and clever insights that cannot be predicted, teachers are constantly forced to revise their thinking and update their lessons and what they do with IT.

“We are an inclusive organization.”

“Our web site isn’t accessible.”

So, I guess you are really not inclusive.

Culture is a process. Hmmm... let me think about that.

"Email packrat" is my new favorite term.

One’s cognitive abilities are much different when they have tools (slates, paper and pencil, books, digital devices, etc.). Recognize that reality and the fact that evaluators’ choices (eg. “no calculators”) limit the validity of their measures.

Yeah... if you are selling a dubious #edtech project, don’t start your marketing email with “Can you do me a favor?” The answer is “no.”