Gary Ackerman @garyackerman@qoto.org

Let's stop saying "we have a small sample size" when we mean "we don't have much data."

Want to see a "data-driven" leader stare at you blankly? Ask them, "Why didn't you use a random sample?"

Who is in your sample? How do you know it is representative of the population?

Todd Snider was right:
They say sixty-five percent of all statistics
Are made up right there on the spot
Eighty-two-point-four percent of people believe 'em
Whether they're accurate statistics or not

Standardizing education is fine, unless we need graduates who can solve non-standard problems.

I am accommodating ... sometimes to a fault... so when I adopt "tit-for-tat" it is noticeable.

This is why we should no depend on AI to write tweets: "Phone ringing on voice recognition? New feature idea: ‘Answer the call or scream louder until it stops ringing.’"

Diversity of Computing
https://hackscience.education/2019/06/19/diversity-of-computing/?utm_source=dlvr.it&utm_medium=mastodon

I’m old enough to remember the building that was torn down to build the building that they just torn down.

“Innovative” often isn’t.

“We have become, by the power of a glorious evolutionary accident called intelligence, the stewards of life's continuity on earth. We did not ask for this role, but we cannot abjure it. We may not be suited to it, but here we are.”
― Stephen Jay Gould

If teaching was simple, we would have solved it long ago.

“People learn many different kinds of things and use different learning strategies and brain processes in doing so."

The inability (or unwillingness) to adopt innovations or to do things differently when they improve efficiency and effectiveness ensures your failure.

Those ideas you advocate as a leader... can you at recognize those that are contradictory and avoid advocating each in the same meeting.

Those who avoid technology cannot complain when it is applied to uses they dislike.

Without efficient search and sort functions, vast information is pretty much useless.

Developing skills applicable beyond the immediate need should be teachers' concern more often than it is.

Textbooks are the authority to which we should pay the least attention.

"Big idea people" often fail because the people to whom they look for help are too busy implementing their own big ideas.