Gary Ackerman @garyackerman@qoto.org

When quacks get a platform and dupe an audience... bad things happen.

If you are “BS-ing” your answer, we can tell... and we trust you and your decisions less than if you had just said, “I don’t know.” #leadership

Professional learning for educators encompasses: Training (procedures), Learning (understanding tech's role), and Design (creating new solutions). Each requires a different approach. #ProfessionalDevelopment #EdTechPD

You want students to be responsible and independent, but you dictate how they spend every moment, including when they can use the rest room.

And you don’t see an inconsistency here?

I don’t trust “leaders” who can’t bear silence in meetings.

Yes, your data seem valid and reliable... it is your interpretation that is dubious.

If your #students find no connection to what you teach, your standards, assessments, plans, data, etc... none of it matters... even if your have followed all the recommendations and even had workshops in how to teach.

If you are “BS-ing” your answer, we can tell... and we trust you and your decisions less than if you had just said, “I don’t know.” #leadership

“There is a difference between having a mind that is open to new ideas and one that is simply vacant.” - Michael W. Friedlander

I used to think we were becoming a more educated population. The last 5 or so years proved me wrong.

Training data differs vastly: Traditional AI uses smaller, labeled datasets. Generative AI models are trained on massive datasets (millions of images, vast amounts of text for LLMs) requiring significant resources.

“The danger to society is not merely that I should believe wrong things, though that is great enough; but that I should become credulous, and lose the habit of testing things and inquiring into them; for that it must sink back into savagery.” -W. K. Clifford in 1877

Rationality does not cater to our whims.

How should we respond when those in education, but not teaching, feel they don’t need courses in teaching in their studies?

Anyone else get nervous when the incoming email traffic is light?

Sometimes the best response is to slowly back away.

When the argument is “it’s best for the students,” it isn’t.

We all study textbooks with linear models. Depending on the field, they are some variety of analyze, plan, deploy, evaluate. Does anyone follow these in real life? Maybe we should spend less time on models and value the diversity and variation that forces us to nonlinear design.

Anyone else noticing the educator who is reluctant to record, caption, and publish their sessions is the same one who insists all training sessions be recorded and feature step-by-step instructions in hardcopy?

So much IT frustration arises from ignoring recommended procedures.