Gary Ackerman @garyackerman@qoto.org

Theory explains and predicts observation.

I am always puzzled by technicians who veto educators' tech decisions #edtechchat
Budget/ compatibility OK, but teaching & learning? Really?

Paraphrasing interviewee on radio as I was waking up: Leaders without the humility of doubt are dangerous. I must agree.

Data from coerced subjects are not valid.

There are no uninteresting words. - Lewis Thomas

"They thought that just memorizing the writings had something to do with knowing."

"Data" analysis helps us understand large groups. Individuals? Not so much.

Every educator seems obligated to "analyze data." Good data analysis begins with ensuring validity of constructs & instruments.

It wasn't a "rabbit hole," it was a "vision quest."

Stuart Russell wrote about the number of effectors we control with technology. Mildly interesting, until he wrote “it also points to the severe vulnerability of the human race to manipulation by screens.”

Access, content, context shortcomings characterize AI. In this they are not unlike humans.

Ever notice how narcissists react with indignation when you demonstrate they are wrong?

I still watch this:
https://www.ted.com/talks/clifford_stoll_the_call_to_learn

What makes formative assessment difficult for some teachers?
Data overload.

In 2015, I tweeted: "Apple wants first cars to hit the road by 2020. Yes please!"
The link to the article is gone. I guess they missed that one.

Good teaching & learning isn't always pretty. It opens the door to unpredictable ideas.

We need to give students experience with active authentic screen based learning. Students spend years ignoring much on screen.

Organize you schools around big ideas, increase cognitive engagement and motivation.

Read (a lot), write (well), and listen (first).

I found this in a notebooks from 10 years ago. I wonder where i found it. It is good advice.

Maybe we stop teaching about topics. Teaching from within it make more sense... if we want understanding.