Gary Ackerman @garyackerman@qoto.org

I don’t disagree that devices are a significant source of students being disengaged in school. Split attention, FOMO, the rewards they give; yes, they are all real effects. I taught long before these devices arrived. Students were disengaged back then too.

“I don’t believe in science because they keep changing facts.” Yes it does. That’s the whole point. Be careful, however, because many of the surprising discoveries reported in the news are later rejected. Again, that’s what it’s designed to do.

In the early 2000’s I accepted a job in a town and was asked when I was moving there. Folks were annoyed when I said I can’t afford a house there.

“I don’t believe in x,” where x is a well-documented phenomenon is not a sign of strength.

It’s strange that so many “smart” people don’t realize diverse groups make better decisions.

I believe one reason conspiracy theories are so rampant is the fun folks get inti creating stories.

It is sad that folks are offended by accurate observations.

When one becomes a good critical thinker, they become dangerous in the eyes of many.

“Smartphone are entertaining and distracting.” Distracting for sure, but is entertaining the correct word?

OK seriously... folks tell me they save time using AI to write emails. I ask them why they don't use templates as they are even quicker than AI. The most common response is "what is a template?"

If you believe there is one single best method of teaching… all curriculum to all students… you are wrong.

I told a leader once what my goal was in the organization. She said, “it’s not going to happen here.” I thought she was telling me she wouldn’t allow it. I realize she was warning me about the culture.