Gary Ackerman @garyackerman@qoto.org

When IT problems affect school leaders, they get solved. If those problems remain for students and teachers, then it’s time to run.

I work in education and have since 1988. I’m used to leaders freaking out when their data demonstrates they were wrong.

The college president announced no vacations will be approved for mid-August through mid-September next year. Some folks are upset, I’m wondering who was taking vacations then anyways.

Leaders: We would like you to do x.

Teachers: That makes it impossible to do y, which is what you told us to do last month.

Leaders: No, keep doing y, but just do x too.

This, my friends, is how schools work.

If you became a teacher because you like answers, you are missing the point of education.

As a writer, I know my audience… or at least the one individual whom I have in mind who really needs to read my work.

We used to depend on an editor “giving permission” for us to read text by approving publication. Now, anyone can publish. Is it better?

I’m always amazed at the number of educators who are not bothered by advertisements on YouTube video used in classrooms.

Without artificial light, many books would go unread.

RT Prof. Feynman: If you cannot explain something in simple terms, you don't understand it.

“Can someone come to my classroom immediately, my computer monitor is broken.”

Tech walks in and turns it on.

That, my friends, is why IT looses patience on occasion.

So many great conspiracies theories are ruined by skeptics.

I’m trying to find a way to say “personal incredulity isn’t evidence” in a way that does not seem condescending.

“Do you want to chair the committee?”

Question everything. But realize there are consequences: Others don’t like it and you may not like the answers.

Superfluous words in email. Please stop.

Why do narcissists find conspiracy theories so appealing? - ScienceDirect https://www.sciencedirect.com/science/article/pii/S2352250X22001051

In education, there are certain parts of the field that are widely thought to be red herrings, but we carry on as if they are necessary. Without identifying them, are there “things” everyone is asked to do, but everyone knows is a waste?

I think I know some leaders are going to learn why they were asked about their experience working with unions in the coming weeks.

When I hear teachers talk about “knowledge acquisition,” something just sounds wrong.