Gary Ackerman @garyackerman@qoto.org

#edtech for #edleaders: Measuring Technology Acceptance
https://hackscience.education/2019/02/01/edtech-for-edleaders-measuring-technology-acceptance/

Connectionism Makes Sense
https://hackscience.education/2019/02/01/connectionism-makes-sense/

#edtech for #edleaders: Fundamental Concepts of Networking
https://hackscience.education/2019/02/04/edtech-for-edleaders-fundamental-concepts-of-networking/

Assessment in Education
https://hackscience.education/2019/02/04/assessment-in-education/

Autonomy and Innovation
https://hackscience.education/2019/02/07/autonomy-and-innovation/

It’s always strange to me that educators encourage “be critical of the information from x” where x is a new technology (internet, Wikipedia, ChatGPT), but that skepticism doesn’t last long.

“Continuous improvement” is based on the idea that we knew what we needed when we started and the system was the path to it. “Design” is based on the idea that we evaluate our goals and the systems as we “improve.”

I can respect your right to an opinion while disregarding your opinion.

To those who tweet about students not reading emails/ syllabi ... You should see what its like supporting faculty.

If you don’t have more questions when you are done, did you learn it?

My answer is, “no.”

“I read the book.” “I took the classes.”

Yes, but that doesn’t mean you understand it.

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 believe one reason conspiracy theories are so rampant is the fun folks get in 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.

I’m increasingly convinced education’s response to generative AI must focus on convincing students that *the skills they hone* are more valuable than the outcomes they achieve. This will require a monumental mind shift in the field.

“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.

“If Learning is so natural, why go to school?” I’m not sure educators should ask that question. They may not like the answer.

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?"

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.