Gary Ackerman @garyackerman@qoto.org

If teaching could be engineered into something we could package and sell, we would have done it by now.

Until it is in the classroom with teachers and students, no one really knows how technology will affect learning.

I saw an IT technician work with a work force development learner dissect a computer that had not been powered on for some years. RAM, hard drive, processor, other bit and pieces were all on the table. They put it back together. It booted! We cheered.

I have found myself teaching more this fall than I have recently. I would return to it full time, but the pay is so abysmal, I will not.

What will we study?
How will students demonstrate their learning?

Students can be trusted to make these decisions more than we allow.

My teachers were experts at dispensing to me the knowledge and skill needed to succeed when information was available in print (a limited medium). I'm convinced teaching has a fundamentally different purpose, but I don't think the practices have changed.

The worst part of using AI to help with your work is that it loses your voice.

The best way to evaluate research or writing (or any other cognitive activity) is by reflecting on questions you have when you leave the work. The works that leave the most interesting questions are the most valuable.

Social media had so much promise, but I've concluded it has failed to live up to it.

While access to IT devices has increased, access to excellent technology-rich curriculum and to the educational benefits of good and well-used technologies is not as widespread as devices are.

Educators are quick to adopt the “precautionary principle;” thus they reason, “Until we are sure this new technology is best, we will continue with what we have been doing.”

New technologies are sometimes adopted first by marginalized populations or for unsavory purposes.

Interesting questions do much more for teaching than clearly articulated learning outcomes.

Giving student experience participating in creating knowledge, evaluating the knowledge created by others, and finding new uses of IT and new types of knowledge, are all aspects of the information technology-rich landscape that we cannot accomplish if our schools are still structured for print.

Hey students... I suggest you avoid plagiarizing from your instructor's blog.

Especially in this century, education has become the focus of much political attention. Government agencies, politicians, and philanthropists are all much more influential in determining educational policy and practice than they were in previous generations.

What is with the new trend of having current data on the left of bar graphs and older data to the right?

I'm old enought to remember when the things we must do to be effective educators were not a thing.

"You do it too" isn't an argument .

The first generation of "digital natives" are adults, some of whom are educators. The predictions that they'd become skilled users of IT were wrong.