Gary Ackerman @garyackerman@qoto.org
- On the web:
- https://hackscience.education/
Director of Teaching and Learning Innovation at a community college in New England
Retired k-12 science/ math/ technology teacher/ technology integration specialist/ coordinator
Joined Nov 2022
In 1890, William James wrote: “Millions of items are present to my senses which never properly entered into my experience Why? Because they have no interest to me.”
Educators read that over and over until you get it.
One thing I learned during 35 years in education: “the obvious” thing to do is often the least effective.
“The sensory systems are hypothesis generators.” This is not how we assume brains work, but it is what the evidence tells us.
#Edtech for #Edleaders: Whom to Hire: Technology Integration Specialists
https://hackscience.education/2018/08/01/edtech-for-edleaders-whom-to-hire-technology-integration-specialists/?utm_source=dlvr.it&utm_medium=mastodon
Brains don’t just perceive and respond, they actively interpret the world, and that affects perceptions and responses.
Yochai Benkler observed, “the change brought about by the networked information environment is deep. It is structural. It goes to the very foundations of how liberal markets and liberal democracies have coevolved for almost two centuries.”
What if we focused more on the predictive validity of our data. If we knew what it signaled for our students' futures and we could explain the mechanism.
Psychologists used to perceive the mind to be a container, and knowledge to be a cognitive phenomenon arising within an individual’s brain. Notice this is in the past tense.
"The success of instruction can be measured with a test." Can it?
"Educators know how to deliver instruction so the curriculum is transferred into students’ brains." Do they? With certainty? In every situation? For every student? For every group of students?
"Curriculum comprises well-defined information and skills that represent necessary human knowledge" is a misconception.
"The purpose of schools is to ensure students get the information and skills into their brains, thus become educated." Ostensibly. sure, but there are many other purposes, many of which have nothing to do with learning.
Like all human creations, education has a history, and the future of education is contingent on that history. It is the source of institutional inertia, and it limits (albeit temporarily) the potential futures of education.
In describing education as a social invention, Jerome Bruner observed, “each generation must define afresh the nature, direction, and aims of education to assure [that] freedom and rationality can be attained for a future generation."
Looking for a recipe on how to improve education? Yeah... it doesn't exist.
Yeah… the propaganda in my Twitter feed is making the platform unusable. I used to enjoy the professionals I found there.
The “no one wants to work anymore” mantra is so tiresome. We need to start countering it with “no one wants to pay anymore.”
How did I get to be a 58-year old fan of science who never heard of Francois Jacob’s day science & night science?
- On the web:
- https://hackscience.education/
Director of Teaching and Learning Innovation at a community college in New England
Retired k-12 science/ math/ technology teacher/ technology integration specialist/ coordinator
Joined Nov 2022
