Gary Ackerman @garyackerman@qoto.org

If one uses technology to do what’s always been done, then it isn’t really an innovation. If may be a strategy or an efficiency, but not an innovation.

“New discoveries are inherently strange.” Not much against which to argue there.

Do rubrics help educators find quality or impose it, and is there a difference?

Can “open letters” be behind paywalls? Well, I know they can be, but should they? Or do we just call the publishers disingenuous and move on?

Some people work very hard to deny reality.

The question, “What do you mean by learning?” is answered very differently by seemingly similar folks.

Oxford commas. Please use them.

Profile of Early Majority User
A blog post describing a school leader who learns to use technology
https://www.hackscience.education/profile-of-early-majority-user/

The context in which one learns matters.

Elevating EdTech Professional Development: Training, Planning, and Design

a blog post on the range of #edtech professional development

https://www.hackscience.education/elevating-edtech-professional-development-training-planning-and-design/

Recent events confirm we needs math, science, ethics, civics education more than ever.

Humans are wonderful at rationalizing dumb choices.

“Faculty development is ‘duck-duck-goose.’” I’ve been around a long time, but have never heard that one. I'm not even sure what it means,

Excellence isn’t perfection.

“Design thinking isn’t just following a model that has ‘design’ in the title.”

Social presence isn’t community.

Some leaders’ concept of “collaboration” sure seems conflated with “do what I tell you.”

Paraphrasing Richard Dawkins: Have the courage to be unsure.

“It’s never too late to collect data ethically.”

What is students’ role in deciding what information is collected, how and why it’s used? If none, then we need to fix that.