Gary Ackerman @garyackerman@qoto.org

A blog post on two related, but different activities we undertake as leaders:
https://hackscience.education/2025/09/27/planning-versus-design/

When using technology for authentic learning, teachers often question their practices, explore new options, and experiment with new tools. #TeacherLife #InnovationInEd

There are two distinct categories for the tasks teachers accomplish using IT systems: highly predictable tasks and unpredictable ones associated with authentic learning. How we design tech for each differs. #EdTech #ITforTeaching

Any one else notice predictions of weather are way better than predictions of the rapture?

Our town has been targeted for a mass mailing of religious propaganda. I opened the book randomly and read three sentences. I’m a pretty good reader, but I could not make sense of any of the sentences.

What motivated you to ask the question?

If your data are bar graphs “showing” the difference, but you haven’t analyzed it statistically, then I’m not going to reject the null hypothesis.

If you can’t identify data that would prove you wrong, you are not really data-driven.

Being skeptical and denying reality are different approaches to the world.

Your goals and your students’ goals are likely not the same.

If we didn’t believe the pattern existed in the data, we wouldn’t see it.

I attended class in which teachers wrote text on boards. Now I see video of it and I really don’t see that as an effective or efficient strategy.

Reading Jared Diamond confirms that one cannot look to “primitive society” for any answers. Their cultural practices vary… some depending on circumstances, some (seemingly) depending on whim.

One of the terrific advantages of working with adult learners is their tendency to self-advocate. Of course some faculty are really not interested is self-advocating students.

“What works” is a useless goal unless everyone agrees on you are trying to achieve... and we never do.

Good leaders know how to deflect those who are dominating discussion without dismissing them.

If you can’t do this, get out of leadership.

Good teaching is not “delivery.”

Challenging conventional thinking and denying it are different things. One move it closer to reality, the other further from it.

Leaders who get angry when their unpopular decisions are challenged rather than calmly explaining their rationale demonstrate they are not capable.

One of the terrific advantages of working with adult learners is their tendency to self-advocate. Of course some faculty are really not interested is self-advocating students.