Gary Ackerman @garyackerman@qoto.org

“If you've got the truth you can demonstrate it. Talking doesn't prove it.”
― Robert A. Heinlein

“A foolish faith in authority is the worst enemy of truth.”
― Albert Einstein

Transferring educational technologies faces challenges due to differences in cultural contexts, existing skills, and resistance from stakeholders. What works in one school or community may not be effective in another due to these variations.

Technologies are non-neutral because they shape how we think, act, and interact. For example, the use of internet search engines influences how students research and understand information compared to traditional library research.

Solutions to wicked problems are experienced by individuals, meaning the implementation has a direct and lasting impact on people's lives and understanding. For instance, a new mathematics curriculum impacts how students learn and perceive mathematics.

Leaders confuse correlation with causation; they assume actions for which they are responsible caused any improvements in performance, including those best explained by regression to the mean and those that are contradicted by other measures.

Technologies are composed of interconnected modules and exist at multiple levels. Changes in one module or level impact the entire system. Education, with its modular structure of classrooms, schools, districts, curricula, and lessons, exemplifies this principle.

I'm old enough to remember "the good ole days." They were not.

"New technologies alter the structure of our interests: the things we think about. They alter the nature of our symbols: the things we think with. And they alter the nature of community: the arena in which thoughts develop." - Neil Postman

Viewing education as a wicked technology requires a shift in perspective, moving away from simplistic, linear solutions. Embracing the characteristics of wicked problems and adopting a flexible, iterative, and context-sensitive approach will lead to more effective and meaningful educational experiences for all.

Things we used to believe were true are no longer.

Technology in Education
An AI-generated summary of a chapter I wrote.
https://buff.ly/3AyG4Q9

The value of education is not the learning of facts, but the training of the mind to think. #Education #CriticalThinking #ProblemSolving

Theory of mind refers to the human capacity to understand that other individuals have their own thoughts and perspectives, which may differ from one's own. This ability to infer others' mental states is crucial for effective communication, cooperation, and navigating complex social situations.

Unified Threat Management (UTM): A network security solution that combines multiple security functions, such as firewall, antivirus, and intrusion prevention, into a single device.

The only way to understand a person is to see the world through their eyes. #Empathy #Perspective #Understanding

Bandwidth refers to the network's data transmission capacity, influencing the speed and efficiency of internet access. Managing bandwidth is crucial as it is a finite resource; allocation must be carefully considered to prioritize educational activities and prevent network slowdowns.

The future of humanity depends on our ability to think critically and creatively. #CriticalThinking #Innovation #Progress

"Cheap, Good, Fast: Choose Two" illustrates the trade-offs inherent in technology decisions. School leaders must prioritize two of these factors, acknowledging that achieving all three is unrealistic.

We learn by doing, not by passively receiving information. #ExperientialLearning #ActiveLearning #Education