Gary Ackerman @garyackerman@qoto.org

Knowledge can be split into two categories: biologically primary (evolved to acquire, generic) and biologically secondary (cultural, domain-specific).

Variables that affect how innovations "happen" in schools: improvement (solving the problem), ease of use, perceived value (addressing the organizational understanding of the problem), and demonstrability (effectiveness perceived by others).

School leaders find technology planning to be an area of weakness despite the prevalence of digital tools in schools. They struggle to make decisions that are appropriate for the classroom, aligned with policies, and supported by available resources.

Contrary to intuition, forgetting is not the enemy of learning. In the adaptive system of human learning and memory, forgetting can actually provide opportunities for enhanced learning.

Making things "Hard on Yourself, But in a Good Way": Desirable difficulties involve implementing learning strategies such as varying the conditions of study, interleaving different topics, spacing out study sessions (instead of massing them), and using tests or retrieval practice as learning events. #learning

Integrating ChatGPT effectively means considering its role in the learning context, facilitating collaboration, fostering conversation, and supporting active knowledge construction. #EdTechIntegration

ChatGPT can be a tool for problem-solving, facilitating critical thinking, experimentation, and supporting learner-centered approaches like project-based learning. #ProblemBasedLearning

ChatGPT can boost productivity for teachers and students by aiding research, writing, brainstorming, and reducing administrative tasks. #TeacherProductivity #StudentSuccess

Educators must explore how to integrate ChatGPT effectively, considering its potential benefits and disruptions, rather than banning it. #FutureofEducation

Teachers can easily incorporate prequestions! Present them on whiteboards, in presentations, or through online quizzes before a lesson.

Students who received prequestions were more likely to include prequestioned information in their notes. This further supports the attention-focusing aspect of prequestions.

Why attempting to answer matters: Actively attempting to answer, even through guessing, seems to activate prior knowledge and create a framework for new info. Merely reading prequestions may not be enough.

Requestioning: Asking students questions before they encounter learning material enhances their learning and retention of that material. #Education #CognitiveScience

Early AI programs like Joseph Weizenbaum's ELIZA showed computers could process natural language in a way that felt human-like. An interesting step in AI development! #AIEarlyDays #NaturalLanguageProcessing

Planning involves teachers and technology specialists collaborating to prepare tech-integrated lessons for specific goals and students. It's initiated & led by teachers.

Design is iterative PD where teachers revise tech-based lessons after implementation based on student experience and technology performance. Student feedback is key.

Training is PD focused only on operating hardware/software, led by tech experts, with minimal student focus. It's about learning specific, definable tasks

Teachers alone have the expertise to decide if technology tools are appropriate for their classrooms and curriculum goals.

A blog post on IT networks for educational leaders, now with audio:
https://hackscience.education/2018/06/27/edtech-for-edleaders-local-area-networks/

Remember card catalogs? They became digital databases decades ago. The first digital versions were often installed on LAN servers in the library. #Libraries #TechHistory